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Wisconsin Department of Health ServicesDivision of Public HealthNutrition, Physical Activity and Obesity Program

Wisconsin Department of Public Instruction

For more information about this garden toolkit contact:

Nutrition, Physical Activity and Obesity ProgramDivision of Public HealthP.O. Box 2659Madison, WI 53701-2659Phone: (608) 267-9194Fax: (608) 266-3125Email: amy.meinen@wisconsin.govWebsite: http://dhs.wisconsin.gov/health/physicalactivity/index.htm

This garden toolkit was made possible by funding from:

Centers for Disease Control and Prevention Obesity Prevention Grant: This publication was supported by Cooperative Agreement Number U58/DP001494 from the Centers for Disease Control and Prevention. Its contents are solely the responsibility of the authors and do not represent the official views of the Centers for Disease Control and Prevention.

Contents

Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

About Your Toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Part One: Basic Steps for Starting a Garden

step 1: Find a Place to Plant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

step 2: Get Seeds and Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

step 3: Prepare the Soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

step 4: Start Your Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

step 5: Planting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

step 6: Caring for the Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

step 7: Harvest Time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24

step 8: Preparing for Next Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

Part Two: Gardening Examples and Resources

Stories of Successful Gardens

Community Gardens

Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36

Child & Adult Care Center Gardens

Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38

School Gardens

Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42

Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Funding Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Service Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46

Helpful Garden Resources

Cultivating the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

Extra Gardening Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

Educational Opportunities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Got Dirt? Garden Initiative . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57

Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58

Ideas for Our Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59

PrefaceChildhood obesity and its health related consequences are increasing inWisconsin’s youth. Nutrition research supports the role of increased fruit and vegetable consumption for prevention of cancer, heart disease, and obesity.1

Thus, youth gardens could emerge as an important tool for nutrition and wellness in public health interventions. Recent research has documented thatinvolving children in gardening is a promising strategy for increasing fruit andvegetable consumption.2 School gardens may positively impact children’s foodchoices by improving their preferences for vegetables and increasing their nutritionknowledge.2 Furthermore, gardening is a wonderful means of increasing physicalactivity. A 130-pound person can burn around 295-calories an hour while gardening. Similarly, a 150-pound person can burn around 300-calories an hour.

Thus, to encourage healthy eating and increased physical activity, theDepartment of Health Services’ Nutrition, Physical Activity & Obesity Programproduced this garden toolkit. To ensure the inclusion of accurate gardeninginformation, several gardening experts from around the state contributed orreviewed the Got Dirt? Garden Toolkit including University of WisconsinExtension Horticulture Agents and Community Garden Coordinators, MasterGardeners, and other local gardening experts. This toolkit is a component ofthe Got Dirt? Garden Initiative. The Got Dirt? Garden Initiative also includes:• Hands-on trainings on how to start a youth garden• Ancillary resources for starting a youth garden • Lesson plans and activities for use with the youth garden• Connection to local gardening expertise/Master Gardeners

The purpose of the Got Dirt? Garden Initiative is to improve access to freshfruits and vegetables through increasing the implementation of youth fruit andvegetable gardens in Wisconsin. The overall health outcome of the Got Dirt?Garden Initiative is to increase consumption of fruits and vegetables amongchildren, adolescents, and adults. Moreover, by encouraging you to start agarden, the toolkit attempts to support a number of the following national and state initiatives:

• Fruits & Veggies—More Matters®: A national initiative, Fruits & Veggies—More Matters®, seeks to provide a consistent message regarding theimportance of eating fruits and vegetables. Fruits and veggies matter inmaintaining a healthy weight and may reduce the risk of many diseases.Eating a colorful variety of fruits and veggies provides a wider range ofvaluable nutrients like fiber, vitamins, and potassium. Incorporating the producefrom the garden into meals and snacks are wonderful ways to increase the amount and variety of fruits and vegetables eaten each day. For moreinformation, visit: www.fruitsandveggiesmorematters.gov.

• Wisconsin Nutrition, Physical Activity & Obesity Program:The Program seeks to encourage healthful eating and increased physicalactivity as a means for reducing overweight and obesity in Wisconsin.Currently, 62% of Wisconsin adults are considered overweight or obeseand 25% of high school students are overweight or obese.3,4 Furthermore,only 18% of high school students and 24% of adults in Wisconsin consume fruits and vegetables 5 or more times per day.3,4 Thus, theProgram focuses on developing resources, providing technical assistance,

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and working with partners to create environments through policy and environmental change that support individuals in their quest to eat healthyand be physically active.

• Wisconsin Farm-to-School AmeriCorps Program: The WisconsinDepartment of Agriculture, Trade, and Consumer Protection in partnershipwith the Wisconsin Department of Public Instruction, Wisconsin Departmentof Health Services, Wisconsin Rural Partners, and the Center for IntegratedAgricultural Systems received an AmeriCorps State Grant to support astatewide Farm-to-School AmeriCorps Program. The goal of the WisconsinFarm-to-School AmeriCorps Program is to increase access to locallyproduced foods (including fruits and vegetables) in Wisconsin schools.Farm-to-School is a potential approach to reducing childhood obesity bypromoting healthy eating habits, while increasing access to local foods in schools, and while creating another market for local farmers and otherfood businesses.

• Wisconsin Fresh Fruit and Vegetable Program: Funded through the2008 Farm Bill, the Wisconsin Fresh Fruit and Vegetable Program providesfree fresh fruits and vegetables to children of participating elementaryschools. The purpose of the program is to expand and increase the varietyand amount of fruits and vegetables children experience and consume.Combined with nutrition education and a reinforcement of healthfuleating habits, the program emphasizes the long-term goals of positivelyinfluencing children’s life-long eating habits, specifically fruit andvegetable consumption. This program also encourages schools to reachout to area farmers/growers for purchasing local fresh whole produce. For more information, visit: www.dpi.wi.gov/fns/ffvp.html

• Wisconsin Food Security Consortium: The Wisconsin Food SecurityConsortium, representing diverse sectors in the fight against hunger, is dedicated to the elimination of food insecurity in Wisconsin. From 1996 to 2000, almost 9% of Wisconsin households were food insecure.5

A household that is food insecure is one that has uncertain or limitedaccess to food. The Wisconsin Food Security Consortium’s State Plan, titled Ending Hunger in Wisconsin — An Action Plan, includes goals related to improving access to healthy and affordable food. A bountifulgarden’s produce can be donated to local food pantries or other publicand private programs working to eliminate food insecurity in Wisconsin.For more information on the Wisconsin Food Security Consortium, visit,www.endhungerwi.org

In addition to these initiatives, several new approaches to increasing fruit andvegetable consumption are currently being piloted. Creating and supportingyouth gardens is a way to work towards improving the health of all Wisconsinresidents.

References Cited:1. US Department of Health and Human Services, Healthy People 2010: Conference Edition Vol I, 2000.2. Graham H, Lane-Beall D, Lussier M, McLaughlin P, Zidenberg-Cherr S. Use of School Gardens in Academic

Instruction. J Nutr Educ Behav. 2005;37:147-1513. Centers for Disease Control and Prevention. Behavioral Risk Factor Surveillance System. www.cdc.gov/brfss.4. Centers for Disease Control and Prevention. Youth Risk Behavior Surveillance System.

www.cdc.gov/HealthyYouth/yrbs/index.htm.5. University of Wisconsin-Extension. Wisconsin Food Security Project. www.uwex.edu/ces/flp/cfs/.

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For more information on the

Got Dirt? Garden Initiative,

visit the web site which is

continuously updated with

the latest resources, training

information, and funding

sources. Visit the web site at

www.gotdirtwisconsin.org

Additional information on

the Got Dirt? Garden

Initiative can be viewed at:

http://dhs.wisconsin.gov/

health/physicalactivity/

gotdirt.htm

About Your Garden ToolkitThe Wisconsin Department of Health Services’ Nutrition, Physical Activity and Obesity Programand the Wisconsin Fruit and Vegetable Nutrition Program, along with other contributors, havecompiled this easy-to-use garden toolkit to provide you with a framework for starting a fruit andvegetable garden. The toolkit is designed to walk you through the basic steps of starting andmaintaining a garden. Also, we have included several examples of successful community,childcare, and school gardening projects in Wisconsin. These stories highlight key points includingtips on funding, finding local resources, and engaging adults and children in gardening. In addition, there are stories on programs that can enhance your gardening experience includingproviding ideas on what to do with all the fruits and vegetables harvested and where to getmore information on service learning and school curriculum resources.

The garden toolkit is separated into two main parts: • Part One: Basic Steps for Gardening• Part Two: Gardening Examples and Resources

In Part One, a comprehensive guide provides you with a start to finish approach that begins withfinding a garden plot and ends with tips on preparing your garden for the next year. Part Twoprovides several resources to ensure that you have a successful gardening experience. Gardeningcan be a great deal of fun, but a lot of work. To further assist you with your garden, it may bebeneficial to engage others to help you. Here are some suggestions for people you may want to contact:• Co-workers• Teachers• School Administrators• School Food Service Staff• Students• Parents• Children• Community Leaders• Coalition Members• Local Faith-Based Organizations• Local Health Care Organizations• Neighborhood Associations• Local Businesses• Representatives from Other Local Organizations

Gardening is a wonderful way to increase your physical activity, while having access to healthfulfoods such as fruits and vegetables. We hope that you find this toolkit useful and that it encouragesyou to start a garden. If you have any comments or suggestions for improving this gardeningtoolkit, please direct them to Amy Meinen, Nutrition, Physical Activity and Obesity Program, atAmy.Meinen@Wisconsin.gov.

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Basic Stepsfor Starting

a Garden

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step1 Find a Place to Plant

Where Can You Find Land?

Here are a few ideas of where you can start to look for land for your garden. • Your Yard (Front or Back)• Vacant Lots• Private Land (A Neighbor’s Yard)• School Grounds• Hospital Grounds• Community Parks• Farm Land• County Fairgrounds• County UW-Extension Office Grounds

Need help finding land? Contact these organizations:

• Wisconsin Park & Recreation Associationwww.wpraweb.org

• Urban Open Space Foundationwww.uosf.org

If you can only find a small amount of land…try small plot vegetable or container gardening. It’s amazing how many vegetables can grow in pots!Keep in mind if you are using vacant land that you may need to obtain permission to use it. Permission may be necessary as vacant lots are still considered to be private land.

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suggestedfruits & vegetables for small garden plots

a. Beetsb. Carrotsc. Cucumbers

(grow on a trellis or plant a bush-variety)

d. Eggplante. Green Beansf. Lettuceg. Kohlrabih. Muskmelon

(grow on a trellis or plant a bush-variety)

i. Onionsj. Peppersk. Potatoesl. Radishesm. Shallotsn. Spinacho. Summer Squash

(bush variety)p. Swiss Chardq. Tomatoes

(standard, patio, & cherry)

Small Plot Vegetable Gardening

overall points• Choose a site that receives at least 6 hours of sun each day.• If the land has never been used for a garden, rototill or dig up the area

to a depth of 6 to 8 inches in the early spring.• Even if space is limited, remember not to crowd the plants. They need

air and elbow room.

space saving techniques

1. Try Interplanting: This is a technique that involves growing two or morevegetables in one area by planting slow-and-fast maturing crops among eachother. The fast maturing vegetables will be harvested before the crops beginto crowd each other. You can also alternate rows of fast and slow maturingvegetables. For example, plant a row of tomatoes (slow maturing) and lettuce(fast maturing).

2. Try Succession Planting: This involves planting another crop once theother is harvested or finished. For example, when spinach has been harvested,replant the space with beans or beets.

3. Wide Row Planting: This technique involves scattering fruit and vegetable seeds over an 8 to 12 inch band rather than a single row.This method works best for leafy vegetables like spinach and lettuce, which ultimately form a leaf canopy that prevents weed growth.

4. Use Vertical Space: Using a trellis or fence to support pole beans, cucumbers, and squash is a great way to maximize a limited space. You canalso cage or stake the tomato plants.

5. Plant Bush Varieties: By planting “bush” varieties, the plants take upless space in the garden than standard varieties. Bush varieties, available asseeds, are found in cucumbers, muskmelon, watermelon, and squash.

6. Square Foot Gardening: This technique involves marking squares ofspace for crops rather than planting in straight rows. Common arrangementsinvolve marking off 1 foot by 1 foot areas of garden space. Plants are planted according to their space needs.

7. Bottom Line: Gardens don’t have to be square. They can be planted in a circle or a triangle.

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Container/Raised Bed Gardeningoverall points• To begin, be sure to select a container that is large enough to hold the

plant and its root system.• For most vegetable crops, a 3 to 5 gallon container is preferred• Soilless potting mixes are the best for container gardens. The mix is less

likely to compact, holds moisture and plant nutrients very well, and is typically lightweight.

• Plants grown in containers require frequent watering because they dry out quickly from sun and wind. Some plants may require daily watering.

• Clay, wood, plastic, cement, and metal are all suitable materials for growing plants.

• Raised beds that are two to three feet wide permit easy reaching acrossfor weeding and harvesting.

• When using raised beds you can plant the fruits and vegetables closertogether because you don’t need to walk on the soil.

• For the best results, use drip lines or slow-release watering units in containers.

types of containers• Examples of possible containers included clay pots, old pails, bushel

baskets, plastic buckets, wash tubs, wooden planters, or hanging baskets.Almost any type of container can be used as long as it has good drainagevia holes in the sides or bottom.

• Wood containers can be easily constructed, but last longer if heartwoodof durable trees is used (i.e. cedar or redwood).

• A typical size for a wooden container is 18” X 24” X8”. Drainage holesmust be drilled in the bottom or around the sides near the bottom of thebox. A mesh screen can be cut to fit the bottom of the container to allowwater, but not soil, to drain. Soil 6 to 8 inches deep is the minimum formost vegetables.

• Dairy supply plastic tanks (35 gallons or less) cut in half make excellentcontainers as well.

For more information on container or raised bed gardening

visit the following website:• University of Wisconsin Extension: Specialized Gardening Techniques

http://learningstore.uwex.edu/pdf/A3384.PDF• University of Minnesota Extension Services: Gardening in Raised Beds

www.extension.umn.edu/projects/yardandgarden/ygbriefs/h233raisedbed.html• Iowa State University Extension: Container Vegetable Gardening

www.extension.iastate.edu/Publications/PM870B.pdf

Step 1: Find a Place to Plant

Where Should Your Garden Go?

1. Think Location: Plenty of sunlight and well-drained, level soils are importantfactors in deciding where to put your garden. The site should be fairly level toavoid erosion problems. A garden should be located away from trees andshrubs, not only because of shade, but also because they compete for soilmoisture and plant nutrients. Ideally, your garden should be at least 75 to 100feet away from any trees, especially from any walnut or nut trees.

2. Check the Soil: Fruits and vegetables grow best in well-drained, fertilesoil. Improving drainage and soil structure can help poor soil. Organic matter(compost, peat moss, manure, and decayed ground bark) mixed with tight soilswill open them up and improve drainage. It is very important to complete a soiltest if the land being used has not been previously tested. For more informa-tion on soil testing contact your county UW Extension office. Note: If workingwith young children, it is especially important to check for lead in the soil.

3. Needs Sun: At least six hours of full sunlight daily is necessary to produce healthy, top-quality vegetables. If the best, well-drained location has some shade, locate cool-season crops, such as lettuce, radishes, carrots,and cabbage, in partial shade. Full sun is needed to grow such crops assweet corn, snap beans, tomatoes, and peppers.

4. Water Supply: Water is one of the most important needs of a garden.Make sure an adequate water supply is nearby. Water generously once perweek with a 1-inch application. You can set out a watering can, with a oneinch mark inside, to collect sprinkler water. That way you will know when you have watered appropriately. Last, if your garden plot is located near agarage, you can collect rainwater from the eave spouts. If you use this as yourmain water source, be sure to have your water tested every 5 years or so.

5. Think Size: Your garden’s size depends on the kind and amount ofvegetables desired, land availability, and your time commitment. A manageablesize for a garden is 100 square feet, but smaller or larger spaces can be used.Make sure that your first garden is not TOO BIG!

6. Map it Out: Make a garden map, plan or graph so that after the growing season you will know where not to plant your fruits or vegetables the following year. Crop rotation helps cut down on the spread of diseases,especially for the cabbage family and tomatoes.

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suggested fruits & vegetables for containerraised bed gardens

a. Beetsb. Carrotsc. Cucumbersd. Eggplante. Green Beansf. Kohlrabig. Lettuceh. Onionsi. Peppersj. Radishesk. Summer Sauashl. Spinachm. Swiss Chardn. Tomatoes

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step2 Get Seeds & Tools

Selecting Seeds for Planting

overall suggestions• Buy seeds early in the year (January through March) for the best selection. • Select seeds based on time of maturity (how long they need to grow),

and disease tolerance. This information should be on the package label. • To ensure germination, purchase new seeds every year.• Some seeds may have been chemically treated and will be labeled as such.

Make sure to wash your hands following the handling of the treated seeds. • Purchase new seeds every year. However, if you do choose to save

seeds from the vegetables in this year’s garden, make sure to store themin a closed container for next year. If using saved seeds, make sure to pre-test a few of the seeds for germination. In order to do this, moisten a plain white paper towel and fold it in half. Place a few seeds on 1/2 ofthe paper towel and then fold it in half again. Place the paper towel in a plastic sandwich bag, close the bag, and store it for a week to tendays. Then remove the paper towel from the bag and see how manyseeds have sprouted.

• Choose varieties marked “easy to grow”.

quick tips

1. Look for Purity: For the best results, buy quality seeds from a reliable dealer.

2. Check Packages: Seeds sold in packages should show the crop, cultivar,germination percentage, and chemical seed treatments, if any.

3. Check Storage: Seeds should be kept in a cool and dry place to ensuregood germination at planting. Paper packets are best kept in tightly closedcans or jars until seeds are planted. Laminated foil packets ensure dry storage.

4. Hybrid Seeds: Hybrid seeds often cost more than the seeds of non-hybridcultivars. However, hybrids tend to have better uniformity, yields, and increaseddisease-specific resistance.

5. Saving Seeds: Some gardeners save seeds from the previous growingseason. This requires knowing how to select, produce, handle, and store the seed.

For additional information on seed saving, visit:

http://infosource.uwex.edu

Click on Garden and Landscaping and then on Saving Seeds.

Tools and Other ItemsNeeded for Your Garden

the necessities a. Rakeb. Shovelc. Garden hoe

other accessories• Small hand trowels• Watering cans• Turning fork• Small buckets• Plant labels or row markers• Rope or twine

to mark rows if planting in straight rows

• Garden hose• Lawn sprinkler• Wheelbarrow

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quick tipThe Baraboo High School FFAstarted several plants in aschool greenhouse. FFA wouldsell the started plants for aminimal cost at the beginningof the planting season. Checkyour local high school to findout if there are studentsinvolved with starting plantsindoors. You may be able topurchase these plants.

— Beth Kramer,

Sauk County, Master Gardener

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step3

A Word about Wisconsin SoilSome soils in Wisconsin are “heavy” because of high amounts of clay particles.These fine-textured soils hold lots of nutrients, but do not drain well and takelonger to warm up in spring. Most of these soils also have a higher pH, whichmeans the soil is more alkaline (basic) than acidic. Soil pH is an important factor, as some plants prefer more acidic “sour” soil, while others prefer morealkaline “sweet” soil. Soil can have a pH value of 7 (soil pH ranges from 0 to 14), meaning the soil is neutral, which is neither acidic or alkaline. Soilsshould never be tilled when wet or they will clump. In order to test the soil,grab a handful of soil and squeeze it between your thumb and forefinger. If itcrumbles, it is dry enough. If not, your soil is too wet and it may be too soon tostart “working” your garden.

The Ultimate Garden SoilThe ultimate garden soil is deep, loose, fertile, well drained, slightly acidic (pH of 6.2 to 7.0), and has lots of organic matter. Most garden soils don’tmeet all these requirements. So it is a good idea to try to improve your soil to the best of your abilities.

Prepare the Soil

How to Improve Your Soil

kinds of soil There are several types of garden soils, which range from sandy to clay.

test your soil Getting a soil test is one practical way to know the nutrients your soil mayneed and whether your soil’s pH is too low, high, or just right. The soil testhelps you determine if you need to add lime (for low pH) or elemental sulfur(for high pH). For more information on soil testing, contact your county UWExtension office. Also, a pH indicator can be purchased from a local gardencenter. The pH for an ideal garden is around 6.8.

For more information on soil testing visit these websites:

• UW-Extension Office (county) :www.uwex.edu/ces/cty

• The Soil and Plant Analysis Labhttp://uwlab.soils.wisc.edu

add organic matter

To yield quality fruits and vegetables, garden soils need lots of organic matter.You can improve soils by adding organic matter. Organic matter helps creategood crumb-like soil structure. This helps for better water and air movementand easier root penetration. The key to improving either sandy or heavy soilsis to add organic matter frequently. Types of organic matter include rottedmanure (aged), leaves, grass clippings (from a non-chemically treated lawn),compost, green manure, crop residues or peat moss. Add about 1-4 inches of organic matter over the soil. Then, blend the organic matter into your soil atleast six inches deep. The best time to add organic matter is in the fall, afterthe previous growing season, when soils are reasonably dry. If you add it inthe spring, make sure the soil is dry enough and work it in right away.

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if I do container or raised bed gardening, will I get a good crop?

Raised bed and container gardening is a great way for anyone to get started gardening,and is particularly well suited forschool gardens where space maybe at a premium. You can get agreat harvest in containers andraised beds. In fact, yields areoften superior in raised beds compared to standard in-groundgardens. The key to good harvests with any gardeningmethod is enough (not too much)fertility and water and plenty ofdirect sunlight. Containers willneed to be watered more frequently than raised beds or in-ground gardens. Depending onthe crop, a good rule of (green)thumb for container soil is 1/4compost, 1/2 peat moss, 1/4 soilwith some vermiculite mixed in tokeep it fluffy. Raised beds can befilled with 1/4 compost and 3/4 richtopsoil. Top dress heavy feedingcrops like corn, squash, and toma-toes with compost when theplants are fruiting and addadditional compost before eachnew season to maintain optimumharvests and to keep the bedsand containers filled with soil.

— Mark Vossteacher and organic market gardener

finding the best time to start your gardenIn Wisconsin, the start of the growing season can vary greatly, depending on the weather. Sometimes, seeds requiring longer growing seasons may be started indoors to ensure a crop before fall’s harvest. If this is the first timeyou have gardened, you may see better results with purchasing vegetableplants that have already been started.

Timeframe For Starting Your Garden1. Timeline for Your Garden: When should you start your garden? Thatdepends on where you live in Wisconsin. To find out when you can start planting, check the University of Wisconsin Horticulture Department’s website at www.uwex.edu/ces/wihort/fruitveggies/VeggiePubs.htm for their annually-produced Planting Guide for Wisconsin Gardens. It gives anticipated startdates for most areas of the state. An important point to remember is thatsome vegetables grow best in cool temperatures, while others require warmsoil and air.

2. Getting Ready to Plant in the Garden: If you purchase plants, they willhave to be “hardened off” prior to planting them in the garden. Hardening offplants first reduces severity of “transplant” shock and gives them a better chance ofsurvival in the garden. Gradually introduce the starter plants to outdoor growingconditions by setting them outside for short periods of time about 7 to 10days before planting in the garden. Place the plants in a shady, protected locationoutdoors. Be aware of spring frosts and move plants indoors if the forecast callsfor temperatures below 40 degrees. A cold frame is another way for gettingplants used to the weather. A cold frame is like a miniature greenhouse. It is anunheated plastic or glass covered box that is heated by sunlight. A cold frame is ideal during spring weather when sudden drops in temperature can occur. Youcan construct your own cold frame by using a couple of bales of hay, straw or awood frame for the sides and an old storm window for a top/cover.

3. Planting in the Garden: The best time to transplant started plants intothe garden is in the late afternoon or during a cloudy day. Newly planted vegetables can be protected from the bright sun by boards or floating rowcovers. Plastic row covers are not recommended. They can actually cookseedlings too easily.

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step4 Start Your Garden

a few things to consider

1. Buying or Growing Transplants: Many crops need to be started earlyindoors or in “cold frames” and later transplanted to the garden. This headstart allows a crop that needs a long-season to grow the ability to maturebefore frost in the fall. Some gardeners start their own seeds indoors. Others find it easier to purchase plants from garden centers and greenhouses.If buying, be very selective by choosing the dark green, stocky plants overleggy, yellow, weak ones.

2. Remove Any Fruit: Prior to planting, make sure to remove any fruit. If fruit is left on the plant, the nutrient resources will go towards the fruit and not into developing a strong, adequate root system (which will in the longrun, help produce more vegetables).

3. Setting Transplants into the Garden: The main goal is to avoid rootdisturbance as much as possible. Try to transplant late in the afternoon or during a cloudy day. Protect newly set plants with light shade during brightdays for the first 3 to 5 days. If planting early in the spring, you may want toconsider covering plants to avoid damage from frost. When using a covering, be sure to provide some ventilation so the heat generated from the sun doesnot “cook” your plants. Water the transplants the day before you are planningto plant them into the garden. If you have individuals helping to plant thatsmoke, make sure they wash their hands or wear gloves prior to handling any of the transplants.

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how do I protectmy gardenfrom frost?

One of the best ways I havefound is to use floating rowcovers to cover plants when-ever there is a threat of frost.These fabrics are light weight,easy to fold and store, and areavailable through most seedcatalogues.

— Bill Wright

Community Garden Coordinator

Brown County UW-Extension

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4. Planting Garden Vegetables: Check the Year’s Planting-to-Harvest Schedule: The University of WisconsinExtension releases a planting schedule prior to the growing season each year. You can read it and make a copy at: http://learningstore.uwex.edu/pdf/A1653.PDF.It is also important to pay particular attention to the weather. If the ground isstill cold, you may want to wait to plant. You may begin planting when therehave been at least 4 or more consistent days above 65 degrees with sun. Use the table (at right) to help you decide the best time to plant your garden. Since the weather varies by region in Wisconsin, you may want toplant 1 to 2 weeks later if you are along the lower lakeshore or central part of the state. Plant 2 to 3 weeks later in northern Wisconsin counties.

5. Watch for Frost: Pay attention to frost warnings. Frost can destroy newly-planted fruits and vegetables. Plant your garden after the frost has subsided. If you have planted already and there is still a chance of frost,protect your plants by covering them with cloth, plastic, newspaper, or straw.Mulch around plants can also help trap heat in the soil to prevent freezing.Some vegetables tolerate frost and cold temperatures better than others do. If there is a chance of frost, plant “tolerant” fruits and vegetables.

For Additional Resources Regarding Frost, visit:University of Wisconsin Extension Infosource:http://learningstore.uwex.edu/pdf/A1653.PDFClick on Garden and Landscape and then Frost Protection

typical dates of last spring killing frost

Step 4: Start Your Garden

April 26 — May 2

May 3 — May 9

May 10 — May 16

May 17 — May 23

May 24 — May 30

May 30 — June 6

Map information provided courtesy of Wisconline® www.wisconline.com. Used by permission.

Fruit/Vegetable Plant Date Seed Days until Madison, WI or Plant 1st Harvest

Asparagus April 15 Seed 1-2 yearsBean, bush (snap) May 10 Seed 50-60 daysBean, pole (snap) May 10 Seed 60-65 daysBeet April 15 Seed 50-60 daysBroccoli May 1 Plant 60-70 daysBrussels Sprouts May 15 Seeds 90-100 daysCabbage (early) May 1 Plant 60-70 daysCabbage (late) May 15 Seeds 90-100 daysCarrot April 15 Seeds 60-70 daysCauliflower May 1 Plant 50-60 daysCelery May 20 Plant 100-110 daysCollards June 20 Seeds 60-85 daysCorn May 10 or May 2* Seeds 65-90 daysCucumber June 1 Seeds 38-55 daysEggplant June 1 Plant 70-80 daysEndive June 25 Seeds 90 daysKale June 25 Seeds 50-70 daysLettuce (head) May 1 Plant 60-70 daysLettuce (leaf) April 15 Seeds 40-50 daysMuskmelon May 20 Plant 80-90 daysOkra June 1 Plant 50-60 daysOnion May 1 Plant 110-120 daysOnion, sets April 15 Plants 40-50 daysPea April 15 Seeds 60-70 daysPepper June 1 Plant 60-70 daysPotato (early) April 15 Seeds 80-100 daysPotato (midseason) April 15 Seeds 100-120 daysPotato (late) April 15 Seeds 120-140 daysPumpkin May 10 (Seeds) May 20 (Plant) 90-110 daysRadish April 15 Seeds 25-30 daysRhubarb April 15 Seeds or Crowns 1 yearRutabaga June 15 Seeds 100-110 daysSpinach April 15 Seeds 40-50 daysSquash, summer May 20-June 1 Seeds 50-60 daysSquash, fall May 20 – Early June Plants 90-120 daysTomato May 20 – Early June Plants 65-80 daysWatermelon May 20-June 1 Seeds 75-90 days

17

cool & warmseason crops

Cool season crops canbe planted when theground temperature is around 50 degrees;warm season crops are planted when theground is at 60 degrees.

cool season crops:beetscarrotspeaslettucechardmustardgreenscabbagebroccolibrussel sprouts

warm season crops:cornbeanssquashpumpkinspepperseggplantmelonscucumbers

*depends on variety

18

step

5Different Ways to Plant Your Garden

There are several different ways that you can plant your garden. Here aresome examples:

1. Straight-Row Furrows: Although straight-row furrows are not the mostefficient use of space, they make cultivation, insect control, and harvestingeasier. To plant a straight-row furrow, first stretch a tight cord or rope betweenstakes at each end of the row. A 11/2 to 2-inch furrow can be made using theblade of a garden hoe. Use this method when planting large seeds, such asbeans and corn. The handle of a garden hoe can be used to make 1/4 to 1/2inch shallow furrows for small-seed crops such as lettuce, beets, carrots, etc.

2. Wide Row Planting: This method involves scattering seeds across a widerow to produce greater yields of smaller vegetables. This allows for a moreefficient use of sunlight, space, and soil nutrients. Set your wide row by drawing a rake over the ground. Seeds can be planted in 4-to-24 inch widebands, rather than rows. The bands reduce the chance of malformed roots.Some thinning is required during the growing season to ensure quality vegetables. Careful hand weeding is required. If using a raised bed, plantssuch as broccoli, tomatoes, peppers, and eggplant can be set closer togetherthan in a typical straight row format.

Planting

quick tip“Keep in mind that a garden cannot beplanted in one day. Some fruits and veg-etables grow best in cooler temperatures,while others require warm soil or hot air.”— Iowa State University Extension

3. Square-Foot Gardening: Similar to the wide-row planting method, extra hand weeding may be required. However, this method is a very efficientuse of garden space. Instead of planting in rows, the garden is divided intosquares that are 1 foot by 1 foot (1’ X 1’). The number of plants in eachsquare depends on the variety, how big the plant will get, and how far apartit needs to be from other plants in order to develop properly.

4. Hill Planting: This method is most commonly used for vine crops, such assquash, melons, and cucumbers. Hills let the roots range out from a centralgrowing point, which helps the plant obtain more soil nutrients and water.Begin by raking dirt into a round hill that is raised from the ground, creating a 12-inch circle. Next, plant 4 to 5 seeds. Later, when the plants begin togrow, thin the hill to no more than 3 plants. Raised mound plantings are nothighly recommended for the entire garden, as the soil will dry out much morequickly than if it were level. This can result in poor germination.

For an Additional Resource on Special Planting Techniques visit:University of Wisconsin-Extension:Specialized Gardening Techniques (publication):http://learningstore.uwex.edu/pdf/A3384.PDF

19

how often shouldyou water yourgarden?

Most gardeners use the 1inch of water per week rule.Unfortunately, it is a bit morecomplicated because tem-perature, wind, soil, mulch,sun/clouds, and plant varietyall need to be considered.Most gardeners monitor thesoil and determine that theplant needs water when thesoil appears to be dry. Thekey is to check the soil aboutan inch or two below the surface. Too much water willleach out the much needednitrogen fertilizer and exces-sive water could actually suffocate the plants bydepriving the roots of oxygen.

Dennis Lukaszewski, RLA

UW Extension Service, Milwaukee County

20

step6 Caring for the Garden

general upkeep

1. Thinning Seedlings: Once your seeds have begun to sprout and grow in the garden, pull out the extras to provide growing space for the remainingplants. Make sure to remove the extras when the plants are still small, beforethey compete with others for light, air, and water. When fruits and vegetablesgrow too close together, the plants growth may be stunted, root crops becomedistorted, and vine crops grow poorly due to self-shading.

2. Weeding: If you keepweeds out of your garden,you’ll have a better harvest!Weeds compete with yourplants for water, light, andnutrients. Weeds alsoencourage insects and diseases that attack yourgarden plants. Mulch andcultivation can help keepthe weeds in your garden under control. Use organic materials such as grass clippings (from a non-chemically treated lawn) or a good weed-free straw,specifically clean wheat or rye straw, as means for controlling weeds in yourgarden. Old newspapers combined with a top layer of grass clippings can be placed around and in between plants to provide an excellent barrier forweeds. The coarser the material, the thicker the layer of mulch.

quick tipCheck the Weather Forecast! View the Gardener’s LocalForecast, courtesy of The Weather Channel. Check herewww.weather.com/activities/homeandgarden/garden/and enter your zip code to find out if you ll need towater your garden today.

3. Watering: The best time to water is in the early morning or early afternoon.This allows for the leaves to dry off before nightfall, reducing the chance fordisease. Drip irrigation or soaker hoses can be used to keep plants dry duringwatering, which also reduces the chance of disease infection. However, dripirrigation can be done anytime during the day if used under newspaper, straw,or grass mulch. Some plants, like tomatoes, do not like their leaves wet. In thiscase drip hoses work especially well. Note: Watering between 10:00 am and2:00 pm could burn the plants, unless it is an overcast or cloudy day.

4. Garden Fertilizer: An inorganic garden fertilizer can be used accordingto your soil test. If you did not get a soil test, a rule of thumb would be to use2-3 pounds per 100 square feet. It is best to determine which type of fertilizeryou need based on the results of your soil test. Follow label directions forapplication of fertilizer.

5. Adding Organic Matter: “Organic matter” provides nutrients for plants.Plants take food from the soil as they grow, so organic matter needs to beapplied yearly. Some organic matter sources include: well-rotted cow or horsemanure, compost made from tree leaves, lawn clippings (without chemicals),garden refuse (disease-free), green manure, and other organic residues. It is important to keep in mind that some fruits and vegetables are “heavy feeders”(i.e. corn and tomatoes), while others are not (i.e. green peppers). It is bestto incorporate organic matter in the fall or early spring, as you prepare thegarden soil.

21

how do I keepthe weeds to aminimum inmy garden?

At the Ho-Chunk Youth Fitness

Garden, we found that a layer

of leaf mulch did a great job of

keeping the weeds down;

especially around the squash,

pumpkins, and vine plants.

— Roxanne Lane

Master Gardener

Sauk County

22

6. Integrated Pest Control Managementa. Purchase Quality Seeds & Plants: Start by selecting healthy plants

or seeds from reputable seed companies and nurseries. There areseveral different disease-resistant varieties of seeds you can purchase.

b. Plant Spacing: Leave plenty of distance between plants to provideair movement, which reduces the chances for diseases to begin.

c. Plant Appropriately: Setting plants out too early or late can makethem weak and more susceptible to a pest attack.

d. Set up Barriers: Use physical barriers between the plants and thepests by using row covers or nets that allow the sunlight and water topenetrate, but keep out pests. The barrier DOES have to be in placebefore the pest appears. Remember to remove the barriers during theblossoming stage so that insects will be able to polinate the plants.

e. Pick the Pests: Hand-pick and destroy insect pests.f. Prevent Weeds: A layer of mulch helps to control weeds and conserve

soil moisture. A garden full of weeds is a major attraction to pests!g. Learn to Look: Monitor your garden weekly for any new pests.

Regularly inspect your plants and their leaves for any trace of insectfeeding, etc.

h. Keep it Clean: After you have harvested everything from your garden, discard any diseased plant material from the site. Removedebris as soon as possible, as many pests will remain over winter in or under dead plant material. Plow or till the garden in the fall.

i. Rotate Crops Next Year: Move crops to different garden locationseach year to reduce buildup of plant-specific pests in the soil.

For more information for controlling diseases in your garden, visit the following websites:

• The Insect Diagnostic Lab, UW-Madison, Department ofEntomology: www.entomology.wisc.edu/entodiag.html

• The Plant Diseases Diagnostic Lab, UW-Madison, Dept. of Plant Pathology: www.plantpath.wisc.edu/pddc

• University of Minnesota Extension Service: Controlling Diseases in the Home Vegetable Gardenwww.extension.umn.edu/gardeninfo

• Ohio State University yard and garden pest information:http://ohioline.osu.edu/hyg-fact/2000/

Step 6: Caring for the Garden

7. Keep the Beneficial Insects: Over 90% of insects around the garden areharmless to people and plants. Without the help of these “beneficial insects”,most plants would be overrun with pest insects every year. These beneficialinsects feed on many different pest species. Furthermore, several of these beneficial insects are pollinators. With more pollination taking place, more highquality fruits and vegetables can be produced. To keep beneficial insects aroundyour garden, limit or eliminate pesticide use. Consider leaving flowering weedsaround the garden (i.e. dandelions and clover) to provide alternate nectar sourcesfor pollination. To have beneficial insects attracted to your vegetable garden, besure to add some flowers and herbs. Examples of annual flowers that attract pollinators include alyssum, marigolds, nasturtiums, dill, and cosmos.

8. Mulching: Mulching with untreated, chemically free grass clippings, leaves,or straw in late June provides several benefits. The mulch will help to suppressweeds, conserve soil moisture, prevent compaction of soil by heavy rains, andadd more organic matter to your soil.

For Additional Resources on Composting:

• Wisconsin Department of Natural Resources: Recipes for Composting:http://dnr.wi.gov/org/caer/ce/eek/earth/recycle/compost_waste.htm

• Iowa State University Horticultural Guide: Composting Yard Wastewww.extension.iastate.edu/Publications/PM874.pdf

For Answers to General Gardening Questions,

Visit These Websites:

• University of Wisconsin Urban Horticultural Website http://wihort.uwex.edu/

• University of Wisconsin Extension-Milwaukee County Yard & Garden Line (Milwaukee County Residents only)www.uwex.edu/ces/cty/milwaukee/hort/consumer/HortLine.cfm

23

how can Iengage youthin gardening?

Getting youth interested ingardening is easy — just provide a safe location, ahand trowel, some seedsand plants, and a volunteerto show them what to do —kids love learning how togrow things. Start small,either with a container garden or a small raised bedno larger than 4 x 4 feet.Square foot gardening is atechnique that works wellwith kids. Have them mapout their one foot squaresand choose which plantsthey want in each square,then have them post theirmap at the garden whilethey plant. Caring for theirgarden and watching it growwill be a delight.

— Patti Nagai

UW Horticultural Agent,

Racine County

24

step7

Asparagus: Pick when the spears are6 to 8 inches tall, and before the tipsbegin to open. Cut or break off stemsat the soil line.

Beans (Snap): Pick when the podsare almost full size, but before theseeds begin to bulge. Never pick beansthat are wet or have dew on them.

Beets: Pick the greens when theleaves are 4 to 6 inches long. If youwant to use the tops or small beets,pick when the beets are 1 to 11/2” indiameter. If you want to use the rootsonly, pick when the roots are 11/2” to3” in diameter.

Broccoli: Pick when flower heads arefully developed, but before flowerbuds start to open. Cut 6 to 7 inchesbelow the flower heads.

Brussels Sprouts: Pick when sproutsat base of plant have become solid.Remove sprouts (buds) higher on theplant as they become firm, but do notstrip the leaves, as they are neededfor further growth. They tend to tastebetter if harvested after the first fall frost.

Cabbage: Pick when the cabbagehead has become solid. Leave olderleaves, stems and roots to producesmall, lateral heads later in the season.

Carrots: Pick when roots are 1/2 to 1inch or more in diameter. If you want tostore carrots, pull them just before theground freezes in the fall.

Cauliflower: Pick when curds (flowerheads) are 6 to 8 inches, but still arecompact, white, and smooth. Curds thatare exposed to sunlight become creamcolored, rough, and coarse in texture.Therefore, cover curds when they are 3 to 4 inches across by tying theouter cauliflower leaves loosely abovethe curds.

Celery: Pick when the plants become12 to 15 inches tall. When the plant is still young and tender, the lowerleaves (8 to 10 inches long) may beremoved from a few plants and usedin salads, soups or cooked dishes.

Chard: Break off new leaves at theground level as they appear in earlyspring. Pick the tender leaves through-out the season.

Collards: Pick by breaking off outerleaves when they are 8 to 10 incheslong. New growth from the center ofthe plant will provide a continuous harvest throughout the growing season.

Cowpeas/Black-Eyed Peas: Pickwhen seeds are near full size, but stillbright green. Dry seed can be used forcooking, baking, or in soups. Pick dryseeds when they are full size and dry.

Cucumbers: Pick burpless cucumberswhen they are 10 to 12 inches long.For sweet pickles, pick cucumbers whenthey are 11/2 to 21/2 inches long. Fordill pickles, pick when the cucumbersare 3 to 4 inches long. For slicing, pickcucumbers when they are 6 to 9 incheslong and are bright green and firm.

Eggplant: Pick when eggplant isabout 4 to 6 inches long, but still firmand bright in color. Older eggplantsmay become dull in color, soft andseedy.

Endive: Pick when plant is 10 to 12inches across and after blanching thecenter leaves of the plant by coveringor tying loosely to exclude light for 2to 3 weeks.

so, when is it a good time to pick?

Harvest Time

Garlic: Pull the garlic when topsbegin to bend over or die.

Gourds: For eating, pick gourdswhen they are 8 to 10 inches long,young and tender. For decoration,pick when gourds are mature andfully colored, but before the first fallfrost. Also, you’ll know a gourd ismature if a finger nail doesn’t leavea mark on them.

Horseradish: Dig up roots in thelate fall or early the following spring.

Kale: Break off outer leaves whenthey are 8 to 10 inches long. Newleaves will grow from the center ofeach plant for harvest throughout thegrowing season.

Kohlrabi: Pick when bulbs (thick-ened stems) reach 2 to 4 inches in diameter; depends on variety.

Leeks: Pull when leeks are 1 to11/2 inches in diameter and beforethe ground freezes.

Lentils: Pick when lentil pods turnyellow. Mature seeds can be usedin soups.

Lettuce: If growing leaves, pickwhen outer, older leaves are 4 to 6inches long. If growing heads, pickwhen it is moderately firm andbefore seed stalks start. Leavestaken from either leaf or headlettuce can be harvested once theleaves are 4 to 6 inches long. Newleaves provide a continuous harvestthroughout the growing season,until hot weather may bring a bitterflavor and seed stalks begin.

Mushrooms: If growing ediblemushrooms, pick when the mushroomis 1 to 2 inches across, but beforethe cap separates from the stem.

Muskmelon: Pick when the base of the fruit stem begins to separatefrom the fruit. The fruit is almost ripewhen the separation begins, but willbe fully ripe when a crack appearscompletely around the base of thefruit stem.

Mustard: Pick when outer leavesare 8 to 10 inches long. New leaveswill provide continuous harvest, untilflavor becomes too strong and theleaves become tough in texturefrom hot weather. Seeding again in late summer will provide for acrop with a milder flavor and tendertexture.

Okra: Pick when young and tenderpods are 3 to 4 inches long, but stillbright green.

25

how to use the produceGrowing Vegetable SoupA great garden book for children preschool to age 8 that explains the process of growing and using vegetables.www.uwex.edu/ces/wnep/tch_res/res_detail.cfm?resource_id=209

Produce OasisFor information on how to prepare and/or cook fruits and vegetables, visit:www.produceoasis.com

Fabulous Fruits, Versatile Vegetables:Provided by the United States Department of Agriculture, this valuable handout provides tips on how you can meet the current recommendations for daily consumption of fruit and vegetables.www.cnpp.usda.gov/DGAsPreviousGuidelines2000Guidelines.htm

Get Fresh! VideosAvailable for purchase, this video series provides tips on selecting, storing, andpreparing fruits and vegetables. For moreinformation on the content and how to purchase these videos, visit the University of Wisconsin-Extension, Wisconsin NutritionEducation Program’s site at:www.uwex.edu/ces/media/catalog/nutri.cfm

26

good time to pick continued. . .

Onions: For green onion sets, pickwhen onions are 6 to 8 inches tall.Harvest any with round, hollow seedstalks when they appear. Continueharvesting onions until all are used.Mature onion sets do not store well.If planted from seeds or plants, harvestwhen tops fall over and begin to dry.Pull with tops on and dry them in a protected place, cutting tops 1 inchabove bulb for further drying.

Parsnips: Pick in very late fall, afterearly frosts, and in very early springbefore growth starts. If roots are to beleft in the soil over the winter, coverafter early frosts with 3 to 5 inches of soil to avoid injury from alternatefreezing and thawing.

Peas: Pick when pods are fully devel-oped, but still green. Edible pod peascan be picked when pods reach nearfull size (about 3 inches) and beforeseeds show appreciable enlargement.If you only want seeds for eating, pickpeas when seeds are fully developed,but pods are still fresh and bright green.For Sugar Snap and Sugar Ann peas,pick when the pods are filled out.

Peppers: Pick when peppers are firm,good size, and appropriate in color. In2 to 3 weeks “mature” green pepperswill be fully ripe (green will change tored).

Potatoes: Pick when tubers are fullsize and skin is firm. “New” potatoescan be harvested at any size, but generally after the tubers are 11/4 to11/2 inches in diameter. If you plan tostore your potatoes, it is best to waitfor the top of the plant to die, then digup the potato.

Pumpkins: Pick when fruits are fullsize, the rind is firm and glossy, andthe portion of the pumpkin touching the soil is cream or orange in color.

Radicchio: Pick in fall, after the first frost for the best flavor. The burgundy red leaves with whitemidribs should be folded to resemblea small, loose, head of cabbage.

Radishes: Pick when 1 to 11/2 inchesin diameter.

Rhubarb: Pick when stalks are 8 to 15 inches long. Flavor and tenderness are best in spring and early summer.Harvesting from well establishedplants may be continued throughoutthe season; may want to pull all leavespresent just before the first fall frost.

Spinach: Pick when larger leaves are6 to 8 inches long. Pull larger, wholeplants from the row until you harvestall plants. Spinach that is planted inearly spring goes to seed when thedays get longer. If spinach is plantedin early August, it does not usually goto seed during the shorter days of fall.

Squash: Pick winter squash when it is full size, the rind is firm and glossy,and the portion of the squash touchingthe soil is cream to orange in color.Pick summer squash when 6 to 10 inches long.

Sweet Corn: Pick when kernels arefully rounded, but still filled with milkyjuice. Harvest about 21 days after silkappears. Pull each stalk once the lastear of corn has been harvested.

Sweet Potatoes: Pick in late fall, but just before the first early frost.Make sure to dig up carefully to avoid cuts, bruises, and broken roots. Use smaller, younger roots soon after harvest, as sweet potatoes typicallydo not store well.

Step 7: Harvesting

Map information provided courtesy of Wisconline® www.wisconline.com. Used by permission.

27

typical dates for first fall killing frost

Tomatoes: Pick when fruits are fully colored. For fully ripe tomatoes,leave completely red fruits onhealthy plants for 5 to 8 days during the warm, sunny days ofAugust and very early September.Pick only fully ripe tomatoes forjuice or canning to ensure full flavor, good color, and maximumsugar content. Tomatoes will ripenindoors if picked at a maturegreen stage or when some color is showing.

Turnips: Pick when roots are 2 to 21/2 inches in diameter, butbefore heavy fall frosts.

Watercress: Pick tips of stems 6 to 8 inches long, especially in spring and fall. This is whenleaves and stems are fullydeveloped but still bright greenand tender.

Watermelon: Pick when water-melon is full size, dull in color, and the portion touching the soil turns from greenish white to cream. The tendrils nearest amelon will curl and dry up when a melon is ripe.

other helpfulresourcesUniversity of Wisconsin Urban Horticulture Websitewww.uwex.edu/ces/wihort/fruitveggies/HarvestDates.htm

Harvesting Vegetables from the Home GardenUW-Extension Publicationwww.learningstore.uwex.edu/pdf/A2727.PDF

Freezing Fruits and VegetablesUW-Extension Publicationwww.learningstore.uwex.edu/pdf/B3278.PDF

Safe Canning MethodsUW-Extension Publicationwww.learningstore.uwex.edu/pdf/B2718.PDF

Canning Vegetables SafelyUW-Extension Publicationwww.learningstore.uwex.edu/pdf/B1159.PDF

September 13 — 19

September 20 — 26

September 27 — Oct. 3

October 4 — 10

October 11 — 17

October 18 — 24

28

step8 Preparing for Next Year

During the Growing Seasontry compostingCompost, which is decomposed organic material, can be used in many differentways including as a soil amendment to add nutrients to your soil, as mulcharound plants, or as an ingredient in potting soil. Furthermore, it can help fightdisease, neutralize the pH of your soil, improve soil, protect against soil erosion,hold moisture, and help moderate soil temperature. To begin composting, findan area of level, bare ground near a water source. After choosing a place orcontainer to store your compost, mix 1/3 “green” and 2/3 “brown” materials.Examples of “green” materials include grass clippings (from a chemical-freelawn), vegetable/fruit scraps, coffee grounds, weeds and other garden debris,feathers, hair, manure, or egg shells. Examples of “brown” materials include dryleaves, hay or straw, paper, cardboard, or dried grass clippings. Sawdust andsmall brush or twigs should be stored in a separate pile than the compost pile,as they tend to take longer to decompose. A sawdust or small brush pile cantake up to 10 years or longer to fully decompose.

After the Growing Season removing spent vegetable plantsOnce the plants in your garden have stopped producing fruits and vegetables,entirely remove it from your garden. For example, remove all the cucumber,pumpkin, and squash vines in your garden. You can compost these spentplants, if they have not been infected by disease or insects.

add organic matter You can improve soils by adding organic residues. Organic matter helpsto create good crumb-like soil structure. This allows for better water and airmovement and easier root penetration. The process of decomposition usingorganic residues is what helps loosen heavy soils. The key to improving“heavy” soils is to add organic matter frequently. Types of organic matter thatyou can use include rotten manure (aged), leaves, grass clippings (from a non-chemically treated lawn), compost, green manure, crop residues or peatmoss. It is best to “dig” the organic matter into your soil at least six to eightinches deep. The best time to add organic matter is in the fall, after the previous growing season. This is when soils are reasonably dry. Plant a covercrop in the fall, such as annual rye, that can be tilled into the garden soil thenext spring.

till it up Tilling can be done mechanically via a rototiller or by hand using a spade or fork. Turning soil over and exposing the lower portion helps bury surfaceresidue so microorganisms can decompose it. If left on the surface, cropresidues act as an insulator and will slow the soil warming the next spring. If you take extra time to prepare your soil in the fall, it will make it easiercome spring for next year’s garden. Remember to NEVER, EVER TILL or work the soil when it is wet. If you do, the soil will form large clumps and balls andit will take even more time to create workable soil.

saving seeds In general, it is not advised to save seeds from fruits and vegetables grown in the garden. Home-saved seeds of some crops can carry disease and seedsfrom hybrids will not grow true again. Some vegetables can be stored over the winter and transplanted outdoors the following spring for seed propagation.These vegetables include: beets, cabbage, carrots, onions, and rutabagas.Some vegetable seeds may be successfully saved. These include bean, lettuce,pea, pepper, and tomato seeds.

additional gardening resources and tipsFor additional information on gardening check with your local county UW-Extension office or local garden shops. They can help with all sorts ofgardening questions you may have including pests and diseases that you may experience in your garden.

29

last minute gardening tips

1. Spread Out Your

Rewards: Replant beds

or rows in the garden when

vegetables pass their prime.

For example, once the

lettuce is done producing,

replace the row with green

beans.

2. Not Sure About the

Difference of Good & Bad

Bugs: Collect a sample of

insects that you think are

doing damage. Take your

sample to an Extension

agent or a garden center for

identification.

3. Don’t spray insecticides

when crops are flowering,

because it may also kill the

pollinating insects.

4. If using floating row

covers, be sure to lift them

off of the plants occasionally

to allow pollinating insects

a chance to do their job.

” In the end, plants want only four

things: plenty of soil moisture,

plenty of air in the soil, plenty of

plant food, and plenty of sunlight .”

— The Old Farmer’s Almanac Book of Garden Wisdom

examplesAND

resources

s t o r i e s o f s u c c e s s f u l g a r d e n s

community garden examples

32

Hunger Taskforce of La Crosse

By Linda Lee, Hunger Task Force Board Member, La Crosse, WI

Hunger Task Force members were seeing very low fruit and vegetable consumption amonglow-income families they served and sought to help get these foods on to low-income families’ tables by providing them free of charge. As a result, the Kane Street CommunityGarden was started in 1999. We were looking for free land to site the garden on. After we made several requests to the parks department, the City of La Crosse stepped forwardand offered a one-block parcel in a low income neighborhood on the north side of the city.Initially the Planning Department opposed the $1/one-year lease the City offered to HungerTask Force, but after seeing how it benefited the neighborhood, they eventually became supporters. The Kane Street Garden was initially supported through community donations.The first year of the garden we worked with the media to get the word out about the gardenand were able to raise between $4500 and $5000 to pay for seeds, a part time coordinator,water and tools. After that, we approached the Community Development Block GrantCommittee who now provides $7500/year the Kane Street Garden and $2000 for the RotaryGarden. The La Crosse Community Foundation has also provided 3 years of funding from2000-2003 ($10,000 each year) for the garden coordinator. Grant funding has also beenreceived from the United Way for tools and other garden expenses.

The Kane Street Garden produced 40,000 pounds of fruits and vegetables in 2003 andnearly 20,000 pounds in 2004. The 2004 growing season was too wet so yield was down.A survey conducted with garden recipients in 2003 found people were receiving produceregularly from the garden, with an average of 5 to 10 pounds per week, and saved $8.90on their weekly food bill. They also ate more fruits and vegetables as a result of their participation in the garden.

The Rotary South Garden was started in 2002 in a low income south side La Crosse neigh-borhood to distribute healthy, fresh food to neighborhood residents. The Rotary approachedthe Hunger Task Force and Hamilton Elementary School (a school with more than 80% of its students on free/reduced lunch) as partners. The garden focuses on education and the surrounding neighborhood. Each Hamilton child has been to the garden several times eachsummer helping to plant, maintain and harvest produce. In 2003, the Rotary South Gardenproduced around 1,500 pounds of food; 4,000 pounds in 2004.

Children are involved at both gardens but primarily at the Rotary South Garden. They helpplant, maintain and harvest produce. The children seem to enjoy coming to the garden and a number of the older children come back on their own or with their parents, not as part ofan organized class. Hamilton Elementary School children came to the garden, as part of summer

school enrichment programming. The gardens could be used to teach math, language, science as well as teamwork and how to get along with others. Each year pumpkins fromanother La Crosse garden are donated to a teacher of 2nd grade children at Hamilton. He uses the pumpkins to teach math (counting seeds, pumpkins, etc), language (the childrenwrite about the pumpkins) and science (how the pumpkin grows). If children actually work in the garden together they can learn teamwork skills, as many tasks require people to worktogether rather than alone.

Each spring, volunteers are recruited from the general community and through volunteerevents such as the University of Wisconsin-La Crosse involvement fair. The Hunger TaskForce has a booth there to recruit volunteers.Hunger Task Force works with the media to publicize the need for volunteers. Furthermore,they try and keep volunteer work days at thegarden consistent (i.e. Every Saturday from 9 to noon in April & May and every Monday &Thursday from 3:30-6:30 pm in July, August andSeptember). Master Gardeners sometimesvolunteer but have not been greatly interested.For several years now, AmeriCorps volunteershave come regularly to the garden as part oftheir service.

All in all, volunteers enjoy working at the gardens as evidenced by their returning anumber of times over the course of the summer.Recipients of the garden produce are verygrateful. This can all be attributed to the hardwork of the Hunger Task Force staff and volunteers working at the garden.

ChallengesChallenges to creating a community garden include helping everyone to get along. Peoplemay have strong opinions about how to garden and this can often lead to disagreements(i.e. organic gardening versus using chemicals to reduce pests in the garden). Planning meetings are essential to ironing these issues out and reducing tempers.

Fundraising is also a challenge. La Crosse is a generous community, but it is always difficult to get your activity in the public eye and to get people to financially support it. Recruiting volunteers is not always easy. People are busy and it can be difficult to keep volunteers coming back regularly. Take advantage of organized groups such as church or civic youthgroups, garden clubs, etc. Lastly, have a strong, committed steering committee to help planand oversee garden activities. If possible, hire a part or full time garden coordinator for theday to day work-it is too much to ask a volunteer to do this unless the garden is quite small!

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“One night when I volunteered there

an older woman came up & took my

hand & kept thanking me for the

garden. She shared with me that her

husband was gravely ill & she had

just been diagnosed with health

problems. They were living on a very

limited income & money was tight.

The garden gave them access to free

fresh produce that they normally

couldn’t afford.”

— Linda Lee

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Ho-Chunk Youth Fitness Program

By Charmaine Garry, Pam Lathrop-Roets, and Richard Broerman, Baraboo, WI

The Ho-Chunk Youth Fitness Program (HYFP), as part of our mission to help youth and theirfamilies eat more healthfully and be more active, began planting a garden in Baraboo in 2002. It was such a success that after two years we re-located the garden so that it could be expanded.

All of the Ho-Chunk Youth Fitness Program youth and parents, with the help of MasterGardeners from UW-Extension, planted a garden as part of their summer class. During thesummer session, the families had opportunities to attend weekly “Garden Nights” to plant,water, weed, and harvest fruits and vegetables. In addition, the youth and their families,with the help of Master Canners from UW-Extension, learned how to make freezer jams andcan tomatoes. The program’s garden had such abundance that they shared the excess withHo-Chunk community members and a local food pantry.

Children and adults alike enjoyed the experience. With the variety of fruits and vegetablesplanted, some community members were able to taste fruits and vegetables that they hadnever tried before. Everyone agreed that fruits and vegetables that you grow yourself tastebetter than those purchased in a grocery store.

The Ho-Chunk Youth Fitness Program and garden, is funded by an Indian Health Servicegrant that aims to prevent the spread of type-2 diabetes in Native-Americans.

We encourage you to plant a garden as part of your classroom or program to help youreach your fruit and vegetable goal!

community garden examples

Troy Gardens Kids’ Gardening Program

By Megan Cain, Madison, WI

Troy Gardens is a 26-acre land trust on the Northside ofMadison. The land was rescued from development byneighbors who then facilitated a community process to createa plan for the land. Troy Gardens features a large communitygarden, youth gardens, handicapped accessible gardens, acommunity farm, woodland and prairie restoration, naturetrails, and edible landscaping. On five additional acres adjacent to the open space area, the Madison AreaCommunity Land Trust is building 30 units of affordable co-housing at Troy Gardens.

The Kids’ Garden is currently a 4,000 sq. ft. garden that istended by kids in the neighborhood. Elementary and middleschool aged youth from local low income housing complexesvisit the garden once a week in spring, summer and fall tolearn how to plant, tend, harvest and prepare the food that is grown. At the beginning of the season the youth pick outsmall 4’x4’ garden plots to share with one or two others anddecide together what to plant in their gardens. Each time theyvisit the Kids’ Garden they tend to their plots and their plantsand experience the process of growing food. The rest of thegarden is a shared space where youth plant theme gardens, such as a Rainbow Garden and a Pizza Garden, construct bean tunnels and sunflower houses, and plant watermelon,tomato, pumpkin and raspberry patches. Some of the most popular activities during the gardening season have been:

• a visit from local chickens to learn their role in the garden and then holding and feeding them

• a visit from a UW entomology student to learn about insects and hold a tomato hornworm

• making pickles from the cucumbers in the garden to take home to share

• preparing a meal of pizza and pasta with lots of vegetables from the garden and theninviting families for a special dinner

• looking for the resident garden snake

• shoveling big mounds of compost into wheelbarrows to spread around the garden

• WATERING!!!

• learning about worms and worm composting

• painting beautiful signs for the garden

• TASTING!!!

In addition, in partnership with the WI Nutrition Education Project, the Kids’ GardeningProgram is working with teachers and students at Mendota Elementary to assist in integratingmore gardening, nutrition and food into the curriculum and to put their school garden intomore regular use.

For more information please contact Nathan Larson, Education Program Director,608.240.0409, education@troygardens.org

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Locating an Expert

You can locate a Master Gardener in your area by visiting your local UW-Extension office or via one of the 50 local Master Gardener Associations around the state.

To find your county UW-Extension Office visit:www.uwex.edu/ces/cty/

To find a local Master Gardener Association visit:www.hort.wisc.edu/mastergardener/

Other Valuable Community Garden Resources

1. American Community Gardening Association: www.communitygarden.org

All about bringing neighbors and gardeners together on community land to share ideas,grow food and flowers. How to start, organize, maintain, insure, manage-and enjoy-community gardening. Need background research on the social and health benefits ofgardening? Find it here.

2. Wisconsin Master Gardener Program: www.hort.wisc.edu/mastergardener

Need seeds? Expertise on bugs, special kinds of plants, local nurseries and garden supply outlets? Volunteer advisors or mentors? Training? “The Wisconsin Gardener” on public television, urban horticulture and UW Extension InfoSource are all linked here. This is the Wisconsin “mother lode” of web sites. If you cannot find here, chances areyou won’t find it anywhere!

3. Growing Power: www.growingpower.org

Especially emphasizing community projects, Growing Power has a track record of creativity and outreach with Boys and Girls Clubs, churches, community centers, youthand jobs programs, public housing and neighborhood groups. Training in “Growing Your Community Food System From the Ground Up.” Hands-on, experiential education in working greenhouses, fields and urban lots.

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community garden resources

4. National Gardening Association: www.kidsgardening.com

KidsGardening, from the National Gardening Association, is like an encyclopedia ofeasy-to-use resources for beginning school and children’s gardeners as well as thosewho have experience. Be sure to see the Thematic Library, curriculum connections, “how-to” instructions, stories and directory funding and award.

5. FEEDs Program: http://feeds.uwex.edu/

Project FEEDs, Food and Ecosystem Educational Demonstration sites, is a program of theUniversity of Wisconsin Extension Horticulture/Urban Agriculture group. FEEDs is designedto link community gardens in Wisconsin (particularly in the southeast part of the state),create diverse community demonstration gardens, assist with garden design and technicaladvice, and provide gardeners with research-based information. To become a part of the FEEDs Garden Network, register your community garden at http://feeds.uwex.edu/submit/gardenaddaction.cfm and take the FEEDs Garden Survey.

6. Accessible Gardening: www.uwex.edu/ces/cty

Accessible gardening helps people with physical and developmental limitations enjoybarrier-free gardening. UW-Extension Urban Agriculture Program Staff have helped createseveral accessible gardens in Wisconsin. Contact your local county Extension office’sUrban Agriculture Program for more information.

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Who are the key people to get involved when starting a community garden?

The local gardeners who will use the garden are the most important. In addition to the gardeners, a local garden center store employee, a Master Gardener and I would make sure at least one local politicianis included, at the very least, on the advisory board. It is also a goodidea to involve the neighbors — as hard as it to believe, sometimesthey do not want a community garden in their neighborhood.

— Dennis Lukaszewski, RLA

UW Extension Service, Milwaukee County

Heart & Home Family Daycare

By Billie Ognenoff, Owner, Milwaukee, WI

After attempting traditional gardens way in the backyard in past years with only minimal success, I decided to try what I call “front door gardening”. My thought was that if I had towalk by my “garden” several times a day, it would be harder to forget about weeding, etc. I also liked the idea of the children being able to notice the changes in their garden everyday whereas when it was way in back, it was often out of sight, out of mind and they lostinterest after awhile (as did I)! The space wasn’t very big (just either side of my front door)but it’s biggest advantage was that it was right there where I couldn’t help but see it! It allstarted back in early May when the children planted a variety of seeds in paper cups. We started out with carrots, tomatoes (two kinds), zucchini, green peppers, and broccoli, as these were some of their favorite vegetables.After brainstorming about what they thought theseeds would need to grow into plants,(sun,water, dirt, etc), they took their seeds homewith instructions to watch closely and come backand tell us which seed sprouted first. We madea big wall chart and recorded their findings andthey were very excited to come in after a fewweeks and report that their zucchini or carrotshad “popped up” ! We had some interestingconversations about why they thought one person’s carrots sprouted first while anotherone’s hadn’t sprouted at all and they figured out that differences in sunlight, watering, etc.could be responsible for the variations.

They helped me prepare the soil all around our front door so we could put the seeds that I had first planted in cups in the ground. By now, we were at the end of May and they hadalso planted their seeds at home if they had the space to do so. For the next month or so,things were kind of quiet with most of the garden related activity being weeding (which eventhe three year olds learned to do!) and measuring the growing height of the plants as thiswas the most tangible change they could see at this point. Then they began to notice otherchanges (usually while coming in the door with their parents in the morning when the sunwas brightest on the plants) like tiny green tomatoes or small clusters of broccoli heads andthis was really exciting for them to compare the plants they were seeing now with the tinyseeds they had planted!

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child & adult care center garden examples

s t o r i e s o f s u c c e s s f u l g a r d e n s

child & adult care center garden examples

I thought our little garden was thriving (and it was) but I’ll admit to a little envy when onefamily brought in an 18 inch long zucchini that had come from those seeds in a cup a fewmonths before! (Especially because my zucchini hadn’t done anything but flower yet!)We enjoyed this zucchini for lunch that day with a little butter and Parmesan cheese and it was so fun to watch their pride in sharing food that they had grown themselves!

This inspired a special snack a few days later when I declared it “Obscure Vegetable Day”! We went to the market and bought 10 “obscure vegetables” that I thought might be new tomost of the children. This included eggplant, turnip, snow peas, pickled beets, asparagus,Brussels sprouts, parsnips, collard greens, etc. (To their credit, some of these were familiar tosome of the children already and with positive connotations!) I cooked some of them and somewe ate raw but it was a sampling snack where they tried pretty much everything and gave metheir feedback (liked, didn’t like, or they weren’t sure). We charted this and then voted on theirpersonal favorites with pickled beets and sugar snap peas tying for most liked! It was veryenlightening to hear parent’s responses when they saw the chart that night (“My son triedBrussels sprouts? I won’t even try those!!!”) Since that day, I have incorporated some of thoseobscure vegetables into our everyday menus and they are now familiar to the children.

As the summer went on, it became obvious that the rewards of gardening were especiallysweet when you could step outside the front door, and pick a fresh pepper for a salad or a few children could take a small basket and collect only the ripest cherry tomatoes for lunch.Many of the children have worked the garden into their goodbye ritual at the end of the dayby asking if they can pick a tomato or piece of broccoli “for the road”! Who would havethought that preschoolers would see vegetables as a reward?

Having a hand in every aspect of raising these vegetables has made them proud and investedin this garden. Many of the parents don’t have the time or space for a garden of their ownso they are very glad that their children get to have the experience here. We’re already poring over the seed catalogs to get ideas for next year’s garden and they want to includesome of those “obscure vegetables” in that one! Lately, we’ve been reading the weatherreports together to see if they are predicting a frost so they know if we need to cover up our precious plants so they don’t freeze. To have a four-year old ask if we should “tuck in the tomatoes tonight” is it’s own reward!

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Bad River Head Start Program

By Janelle Cole & Becky Le Meiux, Odanah, WI

The Gitiganing Garden Project is a grassroots organization run by members of the Bad River Band of Lake Superior Chippewa who are dedicated to re-establishing the Bad River

community’s relationship with food and health. Themembers of Gitiganing believe that “Food is Medicine,”and they strive to combat diabetes by re-introducingwhole and high-quality traditional foods into the diet of their community.

Two years ago, The Gitiganing Garden Project joinedtogether with Bad River Head Start to create a pumpkingarden for Head Start children and families. The gardenof heirloom Omaha Pumpkins emphasized hands-onleaning by involving the children in gardening activitiessuch as planting, weeding, and harvesting. The projectsalso included educational activities to enhance theawareness of traditional American Indian food cropsand their cultural significance.

Many hands from the community helped tend the garden over the summer months, andwhen fall rolled around there were over 70 pumpkins to harvest. Every child was delightedto be able to take home a bright orange pumpkin they had helped plant. Head Start tookthe remaining pumpkins and sponsored a cooking class for Head Start parents on makingpumpkin pies and sweets. The parents then cooked and donated 25 pumpkin pies to BadRiver’s annual Intergenerational Feast. During the feast one child exclaimed proudly, “That’smy pumpkin in the pie!”

child & adult care center garden examples

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childcare garden resource

Team Nutrition’s Nibbles for Health: Grow a Family Garden

This site includes great tips on gardeningwith young children, including a list of gardening tasks that are easier for children.

www.fns.usda.gov/tn/Resources/Nibbles/grow_garden.pdf

This year over 55 pumpkins were harvested from the garden, and more children are discover-ing the joy of gardening. The Head Start Pumpkin Garden is just one example of Gitiganing’sefforts to promote healthy eating and activity through gardening.The Gitiganing Garden Project will continue to garden withour children, to help them grow in a healthy way.

For more information, contact: Gitiganing Garden ProjectP.O. Box 275Odanah, WI 54861badrivervistas@yahoo.comphone 715.685.2784 fax 715.685.2601

St. Mary’s Continuing Care Center

Take It Slow…and Remember the Taste! St. Mary’s Continuing Care Center Grows Its OwnBy Sarah Brooks, Madison, WI

Just because you don’t live in the house you grew up in doesn’t mean you can’t enjoy the benefits of a garden. In fact, the residents of the St. Mary’s Continuing Care Center justacross the road from Chavez Elementary School in Dane County are finding that gardeningbrings back fond memories.

Former restaurant owner, gardener and community builderNancy Christie wanted to add an outdoor dimension to thenutrition and recreation services at St. Mary’s. So she invited “Slow Food” advocate Susan Boldt and MasterGardener Sarah Brooks to help.

They listened to residents and staff to hear about the vegetables and flowers remembered from their childhoodsand…voila! Heritage seeds and heirloom tomatoes startedshowing up in the courtyards. Peppers, herbs and spicesfor Italian dishes were planted in raised beds, and by mid-summer the suppers at St. Mary’s were seasoned withflavors that residents favored.

Each year St. Mary’s hopes to add a few more plants andactivities to attract folks who spend most of their timeindoors to get out in the sunshine. Coming soon: wheel-chair strolls on the path through the neighborhood to theschool garden across the way, plantings by the parking lotsand street side.

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“What a difference it makes to

have our own tomatoes! These

are so delicious they remind me

of our summer suppers in the

old neighborhood 50 years ago.

And it’s wonderful to see some

new faces in the garden.”

— St. Mary’s volunteer

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Middleton High School Garden

By Mark Voss, Teacher, Middleton High School, Middleton, WI

The Middleton High School garden was established in the spring of 2000 by a core group of motivated staff called the Green Team who are devoted to environmentally progressiveprojects at school. The project drew inspiration, as so many school garden projects do, fromthe Edible Schoolyard in Berkeley, CA. The goal of the project was to establish a school garden that teachers of any discipline could use in whatever manifestation they deemed

useful. Students and staff avail themselves of the school garden in both formal and informal ways including everything from direct observation in science to harvesting and preparing produce in at-risk classes, to usingproduce for recipes in family and consumer education classes and Frenchgastronomy units, to students simply hanging out and eating lunch in abeautiful space on a warm afternoon. Related goals included effecting theschool nutrition “environment”, providing an avenue for school service, andeducating students and staff about gardening.

The garden at Middleton High School has been well funded through grantsfrom the Wisconsin Environmental Education Board, Madison Area MasterGardeners, private donations, and school project funds. Our ultimate goalwith regard to funding is for the school board to acknowledge the value of the garden project and fully fund its maintenance and integration into the curriculum.

Two encouraging developments have evolved spontaneously out of our school community as a result of the school garden. The first is the “germination” of a garden club that meets monthly and plans or works in thegarden. The second is the “sprouting” of an independent study project bytwo students who are running a second production garden apart from the

teaching garden. These students are selling the organically grown produce to studentsand staff at a “farmers market” held at school several times a week.

One of the most challenging times of the year for school gardens is during the summer vacation period. Those confronting this problem may consider organizing a Plant aRow for the Hungry campaign. Garner support from community members to maintain the garden and contribute summer harvests to local food pantries. For more information, visit: www.gardenwriters.org/par/.

The Edible Schoolyard at Martin Luther King, Jr. Middle School in Berkeley, CA offers the“Rolls Royce” of websites and resources. Includes the philosophy, practices, and value ofgardening in and around schools. Curriculum and activity ideas in the garden, classroom andkitchen are available. Particularly useful: “Lessons We Learned the Hard Way” teacher liaisonand links to other sites. For more information, please visit: www.edibleschoolyard.org

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school garden examples

Kids Get Down to Earth with HUG

By Tammy Hansen, Wisconsin Nutrition Education Program Coordinator, UW-Extension Marathon County

“Help Us Grow” or HUG is a cooperative project of the Marathon County Nutrition EducationProgram, the Wausau School District, Lincoln Elementary School and the Marathon County 4-HProgram. During the year-long project, now starting its ninth year, kids learn about makinghealthy food choices, how to prepare their own healthy snacks, how to bephysically active each day, how to plant and maintain a garden, and how toharvest and use what they plant.

The HUG project was initiated in January 1997 as a response to the manyresearch studies that reflected poorly on the nutritional status of today’syouth. Findings of particular concern were the relatively low intake of fruitsand vegetables and the growing problem of childhood obesity. Based onthese findings, three main goals were established for the HUG project: toincrease youth consumption of fruits and vegetables, to teach youth how toprepare their own healthy snacks, and to help youth understand the impor-tance of daily fitness activity. A wide variety of activities are conducted throughout the schoolyear in an effort to meet these goals. Skits, storytelling, puppet plays, games, and manyother creative nutrition/fitness activities are used to make nutrition topics fun and interestingfor kids during the school year. Then at the beginning of the growing season, the currentfourth grade students plant a variety of different foods that they might not otherwise get athome in a large outdoor school garden. Over the summer, the Wausau School District offersa six-week summer school class called the “Magic Bean”. One of the main focuses of thisnutrition/fitness class is to maintain the garden. Approximately 65 summer school studentswork in the school garden each week. After the “Magic Bean” class ends, a summer, “at-risk”4-H club takes over the maintenance of the garden until school starts again. Then whenschool resumes in the fall, the new fourth graders work the garden and harvest the produce.Using some of this produce, they prepare the food for a harvest party where last year’s fourthgraders are invited as special guests to enjoy the fruits of their labor. In this way, the students

get to complete the cycle from garden to table. The interrelationship betweennutrition and gardening enables children to make food choices based on

new tasting experiences and an increased appreciation and understandingof where our food comes from. The knowledge they gain has a direct correlation to the resulting overall quality of their diet.

Program success has been measured in a variety of ways. Food recallstaken at the beginning of the year and again at its conclusion reflected an

increased consumption of vegetables. Pre and post verbal interviews taken duringthe six-week summer school class found a 54% improvement in students reporting eating fiveservings of fruit and vegetables a day, a 29% improvement in those willing to try a newfood, and a 48% increase in students reporting they helped work in some other garden otherthan the school garden. One of our cooperating teachers in the HUG project wrote, “It wasnice to see the kids try new fruits, vegetables, and snacks made from items that are healthychoices. The kids couldn’t help but learn to make better food choices. Many kids said theyhelped parents shop and were more aware of food labels, the food pyramid, and basic cooking skills now than they were before. They even made me eat vegetables...and I don’t likevegetables...but I eat more now than I have in many, many years. Even adults can change!”

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Howe Elementary School

By Bill Wright, Green Bay, WI

The school garden located at Howe Elementary School in downtown Green Bay, WI is a joint effort between the school and the 4-H After School Program of BrownCounty UW-Extension. The garden was first started asan extension of the 4-H summer program but hasevolved into a program which engages both thesummer program students and Mrs. Emily DeViller’s 5thgrade students in the spring and fall. A theme is selectedfor the garden each year (salad garden, pizza garden, Three Sisters garden, etc.). The

students then start seeds in the classroom in the early spring so thatthe transplants can be moved to the garden before the end of theschool year. The students will also direct seed some seeds whenthe time is appropriate. Most of the weeding and care of thegarden is the responsibility of the summer 4-H program students.The students then harvest the produce and assist in the preparationof a lunch or baking of pies, depending on the type of producegrown that particular year. This program provides a wealth oflearning opportunities for the students including the areas of science, math, where their food comes from, and learning to worktogether to make the garden a success.

For more info about this project, contact:Kathy Kauth or Bill WrightBrown County UW-ExtensionGreen Bay, WI 54302(920) 391-4610

school garden examples

Dear Mr. Bill,

Thank you for letting

us learn neat things

about gardens. If you

never would have been

here to teach us, Iwouldn’t

know anything about

gardening. Also thank

you for being patient

with us. You are a great

teacher.

Sincerely,

Labeisha Stufleen-Charney

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School Garden ResourcesWant more information on school garden projects? Check out these great resources:

1. Gardening With Kids: www.gardening-with-kids.comThis site includes tips for how to successfully garden with kids. Additionally, tips on howto encourage children to get involved with watering and weeding the garden are offered.

2. KinderGarden: http://aggie-horticulture.tamu.edu/kindergarden/kinder.htmKinderGarden provides an introduction to the many ways children can interact withplants and the outdoors. The site includes a direct link to multiple school gardenresources, including a step-by-step guide to building a school garden.

3. Grant Resource Directory: www.kidsgardening.com/resources/resource.aspThis one-stop shop website will provide you with valuable information on how you canconnect with other school gardening projects around the nation, access to possible fund-ing opportunities, a school greenhouse guide, wonderful and classroom gardening stories.

4. Kids World Plant Nutrition: www.agr.state.nc.us/cyber/kidswrld/plant/index.htmSponsored by the North Carolina Department of Agriculture, this site offers kid-friendlyexplanations of plants and their essential nutrients, puzzles, and games.

5. Junior Master Gardener: www.jmgkids.usGrowing plants and gardens is good for kids! This site includes information on JuniorMaster Gardener Curricula, an inter-active kid’s section, and wonderful resources forteachers and leaders.

6. My First Garden: www.urbanext.uius.edu/firstgarden/This wonderful website provides a great overview of the basics of gardening, includingtips on starting a garden and how to plant fruits and vegetables. Additionally, the siteincludes a Just for Kids section that includes interactive on-line games including TheGreat Plant Escape.

7. National Junior Horticultural Association: www.njha.orgThe National Junior Horticultural Association is designed to help youth obtain and developskills expanding art and science of horticulture. This site contains information aboutongoing projects and programs involving horticulture.

8. Science NetLinks: www.sciencenetlinks.comThis website provides a wealth of resources for K-12 science educators, including lessonplan ideas on where food comes from and what plants need to grow.

Need Funding to Start a School Garden? 1. School Garden Grants: www.kidsgardening.com/teachers2.asp

2. Youth Garden Grants: www.kidsgardening.com/grants.asp

3. Grant Resource Directory: www.kidsgardening.com/resources/resources.asp

helpful sch

ool garden resources

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service learning

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Top Six Reasons to have a Garden at Your School

1. Garden experiences reinforce classroom curriculum, which can be integrated across several subject areas.

2. Students understand the role of food in life by allowing education on healthy eating and nutrition.

3. A school garden creates an opportunity to work cooperatively on real tasks.

4. Gardens at schools provide opportunities for community involvement, a link to neighbors,volunteers, parents and community businesses.

5. Students learn to value the garden by developing a sense of pride.

6. Gardens, both school and community, provide excellent prospects for student service-learning projects

Adapted from the Edible Schoolyard. www.edibleschoolyard.org

Tips for Starting a School Garden

• Include administration, teachers, parents, and students in the planning process; form a garden committee.

• Get permission before planning to plant a garden on either public or private property.

• Define specific talents and expertise of each member in your garden committee. List specific needs and wants and have individuals commit to those areas.

• Establish project lists, including realistic timelines for completion of tasks and specificobjectives for students in the garden.

• Enlist the help of community volunteers who may have gardening experience or are just interested in helping. Older adults in the community may be willing to tend theschool garden during the summer months when school is not in session.

• Enlist the help of garden experts from UW Extension Family Living Program and theWisconsin Master Gardener Program.

Tips for Gardeners Working With Young Kids• Young children have very short attention spans. Make sure that you have lots of options

available so they can work in the garden immediately. Digging holes seems to hold endless fascination.

• Kids need instant gratification. This can be met by planting radishes, as they come up in3 to 4 days.

• A picture is worth a thousand words. Never tell kids something that you could show theminstead.

• When giving out supplies to kids, try to keep seeds, tools, and watering cans as similaras possible to avoid squabbles (i.e. purchase all green watering cans, not pink and blue ones.)

• When working with older kids, try to add responsibility and ownership to projects, asgardening may be perceived as “uncool.”

• Pair older and younger kids together.

• Remember many kids won’t talk in a large group. Try to create smaller work groups.

Gardening and Service-learningSchool and community gardens provide excellent prospects for studentservice-learning projects, with opportunities for numerous connectionsto classroom curriculum. Service-learning is a teaching and learningmethod which fosters civic responsibility and links classroom learn-ing and applied learning in communities. Often, community service or volunteerism is mistaken for service-learning. Community serviceoffers students a chance to contribute to the community without necessarily connecting to the curriculum or providing reflectionopportunities. Projects must include four main components to be considered “service-learning”.

Four Point Test for Service-learningWisconsin has come up with a Four Point Test to determine whether the project is service-learning.

1. Student Engagement: Do students identify community needs and the issue to beaddressed? Is the service project student-planned and student-led?

2. Meaningful Service: Does the service meet a real community need? How is the needidentified? Who benefits from the service project? Will the community be a better placebecause of the project? Are local agencies, organizations, or community groups partnersin the project?

3. Link to Learning and/or Curriculum: Is the service activity connected to classroom learning?How are learning outcomes determined and measured?

4. Reflection and Evaluation: Is there an opportunity for students to talk or write about theproject before, during, and after it happens? Are students involved in evaluating the project’ssuccess? How will the knowledge gained from this project be used in future planning?

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Why Service-learning?

Service-learning is not intended to create more work for teachers or to be an “add-on” to regular schoolwork; instead, it is a teaching method to enhance classroom learning and curriculum with meaningful service, student leadership, and positive skill development.Projects can involve one classroom, a grade level, or an entire school.

Learn and Serve America, a grant program of the Corporation for National and CommunityService, found that effective service-learning programs can improve grades, increase schoolattendance, and develop personal and social responsibility among students. Additionally,students who participate in service-learning often report feeling that they have made a positive contribution to the community, improving their citizenship skills. They also gain career and communication skills and develop positive work attitudes.

Service-learning through school & community gardens

In Wisconsin, schools ranging from the elementary through the high school level are experimenting with the gardening concepts and service learning. Below are some projectsthey have implemented and reported.

Examples from around Wisconsin:

Tiffany Creek GardenTiffany Creek Elementary in Boyceville, Wisconsin

After a unit on plants in science, a class of second grade students went outside on a walkingtour with their teacher to identify plants used to beautify their community. Those same students read Linnea in Monet’s Garden with the visual arts teacher and recreated their ownversions of the artwork in the book.

As a result of these experiences and a short discussion and brainstorming session, the studentscomposed short paragraphs explaining projectideas and how they would contribute to the project. The class wrote about the importance of changing the look of school grounds to make it a more welcoming environment. They decidedwith the teacher to create a raised garden on theschool grounds.

Working with their teacher, the students planned,designed, and planted a raised garden of flowering perennials and annuals. Partners for the project included the University of Wisconsin-Stout, teachers, staff, parent volunteers, and theBoyceville High School agriculture class, which constructed the raised garden bed. The project was funded by a service-learning grant of $1000from the National and Community Services Actand matching funds from the school district.

service learning

This project made classroom connections in Language Arts, Science, Math, and SocialStudies. Students composed summaries, evaluations, lists, letters, and a photo essay for theproject. They also kept a journal throughout the process and talked about their experiencesand challenges, and they wrote thank-you notes to the volunteers and donors who supportedthe project. To incorporate Science, the teacher taught about plants and how they grow,thrive, and reproduce under a variety of conditions; she also described how to plan, prepare,and plant a garden. To connect the project to the Math curriculum, students measured anddiagramed plots for the garden, applying what they were learning in the classroom. The second-graders learned about citizenship and communities as part of their Social Studieslearning in the project.

To reflect upon the project, the students engaged in classroom discussions; wrote in theirjournals about their likes, dislikes, and contributions; and created a photo scrapbook withstudent-coined captions. The class also created a video capturing the whole process ofdesigning and planting a school flower garden.

Kids for CompostingThe Oneida Nation Reservation at Oneida Elementary

The Oneida Elementary garden plot was faltering. It is now a place of activity year round at the school. The elementary school secured grants from the Solid Waste ManagementAssistance Program of the U.S. Environmental Protection Agency and from Learn and ServeAmerica to implement a “Kids for Composting” project on the Oneida Nation Reservation.

The project serves as a model for cooperative projects and promotes composting in otherfood service establishments in the community. Their vision is to create sustainable compost-ing and gardening at the Oneida Nation Turtle Elementary School, which will promote civicand personal responsibility among the youth, foster intergenerational communications, andprovide enhanced educational opportunities.

Most of the cafeteria food waste is used for a large scale outdoor composting project. Someof the waste is used for classroom worm vermicomposting. The cafeteria waste is source separated by the elementary school students in the cafeteria immediately following foodservice. During winter, the students weigh the compostable waste and put it in plastic drums,covering them with soil. They are placed by the compost pile until spring thaw. Children ingrades K-8 are in charge of the daily operation of the program, including weighing foodscraps, recording the amount of waste, hauling compost, applying compost, and gardeningactivities. Students utilize sampling techniques and take averages to access trends in enhancedplant performance due to soil enhancements. Photos are used for comparative purposes.

The goal is to have more facilities on the Oneida reservation fully “source separating” in the next few years. Currently there are 27 such food service facilities on the reservation.

Students are learning hands-on about waste cycles and food cycles through their participation.Curriculum is being incorporated to use this first hand experience as a medium to learn conceptsfrom biology, chemistry, environmental science, and more. Even families are participating withtheir children over the summer months.

The volunteer labor will produce foods used in community feasts during the end of the schoolyear. The students contribute to this community fellowship and environmental awareness,while gaining responsibility themselves. They reflect upon their work by comparing beforeand after photographs.

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The Giving Garden at West Salem Elementary School

Three multi-age classes from grades one through three designed, constructed, planted,maintained, and harvested a garden on West Salem School District Grounds. The gardenwas designed to produce vegetables for the fifty families per month that utilize the WestSalem Care and Share Food Pantry. Students from the junior high school constructed benchesfor the garden, and high school students helped with the planting. The project was designedto teach students what a good community member is by providing opportunities to work withteachers, parents and other community members. In addition to learning gardening skills,students learned about the relationships between people, plants and wildlife, and practicedleadership skills in their work crews.

The students came up with the idea of planting a garden to help serve their community.They invited a speaker from the food pantry to come and talk to them about the pantry and about community needs. After the garden was planted, the students created a weeklyschedule for their families to work the garden on a rotating basis during the summer.

This project connected to science (plant study) and math (measurement and budgeting).Now that the garden is in place, the teachers plan to expand curricular connections toinclude study of composting, economics (supply and demand) and more math (calculatingthe output of the garden, etc.).

Classroom reflection included discussion of the concept of “community,” and the reasons a food pantry would be needed in a community, such as job and wage loss and poverty.Students wrote journals throughout the project.

Youth Service-Learning Garden Project at Hurley K-12 School

Nearly 100 students in six elementary schools took part in this project, creating new flower andvegetable gardens around the signs at the Iron County Farmer’s Market and the Hurley School.

In order to complete their projects, some of the students appeared before the school board, the farmer’s market board and the University of Wisconsin Extension Board to obtain permission. Then they solicited the help of the Iron County Extension Youth Agent to helpplan the garden. Students took a trip to a local greenhouse where they purchased plantsand learned how to keep them healthy. They then transplanted the seedlings after startingthem in their classrooms.

Through this project, students learned to identify the parts of a flower, and they learned how plants metabolize water and other nutrients. Each classroom planted seeds, watered,provided lighting, and transplanted plants to the two gardens. They were helped on plant-ing day by six members of the Hurley High School Ecology Club, a master gardener, and theassistant manager of the market.

The students received help and donations from a number of sources, including a localplywood manufacturer, which donated lumber for the flower bed frames, and the countyforestry department and the Wisconsin Conservation Corps, which donated two days’ labor to help build the frames.

All six classes reflected on the experience through journal writing, and some completed theDepartment of Public Instruction student survey. The surveys indicated that students wishedto continue gardening, both at home and at school. Students participated in group writing projects, created stories, and wrote thank-you notes to businesses and individuals whodonated time or materials.

service learning

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Pilgrim Park Middle School Landscaping Project

Sixth Grade Gold House students at PPMS in Elm Grove, Wisconsin established a goal at the beginning of the 2000 school year to improve the landscape surrounding their school. This goal developed as a result of preparing for the new millennium, and asking, “What kindof legacy could they leave behind for future sixth graders?” The students decided that they wantedto develop a prairie, improve the cross-country trails/create and observational walk throughthe forest areas surrounding the school, and create an outdoor learning classroom area.

A survey was created by the students to gain insight into what the rest of the school community would like. Goals were established, and steps to reach the students’ goals were developed. We enlisted the help of several community members and parents to provide information and guide the students intheir planning. Classroom teachers, Mastergardeners, landscape architects, a botanist, aprairie restoration specialist, and our buildingsand grounds supervisor made up the team. The existing landscape was analyzed, needswere identified, and the students developed anaction plan. Through the donation of hard work,contacts with the city for free mulch and compost,donation of plant materials, discounts obtained ata local nursery, donated funds through the studentsenate and other donors, our plans started to bear fruit. We created three specialty gardens,planted four trees, cut the forest trail and spread over 80 yards of mulch for the path.

Bird life has increased, evidence of deer and other wildlife has increased. Finding compass plantsthriving on our prairie was very exciting for the students due to the story behind how the earlysettlers used them as navigation tools. We are in the process of developing a gardening club.

The project has helped to promote environmental education and foster the awareness of theschool’s natural environment. It has challenged the students to use and improve their criticalthinking skills, and gain basic skills needed to participate in resolving the issues that arise.Group cooperation and team building activities have created an atmosphere that promotedcivic responsibility by encouraging students to use their knowledge, personal skills, andassessment of environmental problem-solving and action.

Implementing Your Own Service-learning ProjectIf these stories inspire you to plan a gardening service-learning project in your classroom orschool, remember several key points. Be sure to facilitate student-generated project ideasthat meet real community needs, so that those in your class will have ownership and respon-sibility of the project. Incorporate reflection activities throughout the project. These can bevisual arts, journaling, discussions, group activities, or musical projects; students learn andprocess experiences in different ways, so various reflection activities will maximize responses.Finally, tie classroom learning and curriculum into the service-learning project. Make the subjects students study in school applicable to the community around them.

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s t o r i e s a b o u t g a r d e n e r s & g a r d e n i n g

cultivating the future

Veggin’ Out

by Tony Zech

The Veggin’ Out Program in Wisconsin features food and cooking demonstrations at farmers’markets of delicious and easy to prepare recipes utilizing fruits and vegetables currentlyavailable at those markets. The program targets WIC and Senior Farmers’ Market NutritionProgram (FMNP) participants to increase their use of vouchers for fresh produce atthe market, but is open to everyone. The program helps participants eat more fruits andvegetables and promotes the Fruits and Veggies—More Matters® message. The programwas adapted from a program in Rhode Island created by Johnson and Wales University.

Veggin’ Out Program materials include a training manual, sample flyers, and equipment.Participants and staff enjoy the program and find it beneficial. Chefs, nutritionists, Extensionstaff, or other trained staff provide the interactive demonstrations and nutritionists or othertrained staff provide nutrition education at the market. Activities for children may be provided.

Participants can participate in these demonstrations, sample the foods prepared, receivecopies of the recipes demonstrated, and be eligible for prizes (if offered). Farmers’ marketsthat host these demonstrations benefit through increased attendance and publicity. Farmersat the market benefit by developing rela-tionships with chefs that need sources offresh produce in their practice. Chefs benefitby receiving recognition and publicity andchefs-in-training benefit by receiving practi-cal experience and the opportunity to buildrelationships that will benefit their futurepractice. Nutritionists and other programstaff benefit by connecting and outreachingtheir programs to the community.

The Veggin’ Out Program helps prevent hunger and food insecurity since participants learnhow to prepare and use fruits and vegetables. Participants receive information that helpsthem save money on fruits and vegetables and use community food resources. The programalso helps prevent overweight and obesity in children and adults by promoting strategies fordeveloping healthy eating and physical activity habits. Participants learn how easy it is toeat 5 servings of fruits and vegetables each day and the benefits of eating healthy andbeing physically active.

Veggin’ Out is a program that helps achieve win-win partnerships that benefit everyoneinvolved! If you are interested in being a Veggin’ Out partner or would like more information,please contact Tony Zech, State WIC FMNP Nutrition Coordinator at 608.266.3742 oremail:Anthony.Zech@Wisconsin.gov.

What is Community Supported Agriculture (CSA)?

by Bill Wright

CSA is a model for local agriculture which dates back about 35 years. The movement wasstarted in Japan by a group of women who were concerned about the increase in foodimports and the decrease in local farms. They set out to establish a growing and purchasingrelationship between their group and the local farms. This arrangement, called “teikei” inJapanese, translates to “putting the farmer’s face on food.” The concept later reached Europeand then the United States where it became known as “Community Supported Agriculture.”

A CSA becomes a partnership between a farmer and a community of supporters. At thebeginning of the year, supporters purchase a “share” of the farm’s production. The farmeruses this money to cover the cost of seeds, fertilizer, equipment maintenance, labor, etc., and produces a healthy supply of fresh produce throughout the season (usually May throughOctober). When CSA members make this commitment, they are supporting the farm throughthe season and are sharing the costs, risks, and bounty of growing food along with thefarmer. This mutually supportive relationship between local farmers and community membershelps to create economically stable farm operations in which members are assured the highestquality produce. In return, farmers are assured a reliable market for a variety of crops.

How does a CSA work?

When community members purchase a “share,” they then receive a bag/box of locally-grown,fresh produce once per week from approximately May through October. The type of producereceived varies from farm to farm and, in some cases, may also include such things as honey,eggs, or herbs. The method of distribution also varies from farm to farm. Some farms willdeliver all boxes to a central location for pick-up by members while some farms require members to pick up their boxes at the farm on a designated day and time. It is important tounderstand the operating procedures of the CSA share you are purchasing in order to get themost benefit from your purchase.

In addition to healthy produce, CSA farms also provide a focal point for education and community building. CSA farms sponsor a variety of events throughout the year which caninclude field days, work days, harvest festivals, and celebrations. These events provide anopportunity for families to share and learn together in a rural setting.

Why are CSA’s important?

• Through direct marketing, CSA’s give farmers the fairest return on their products. • A CSA helps to create dialogue between farmers and consumers and increases our

understanding of how, where, and by whom our food is grown. • A CSA creates a sense of social responsibility and stewardship of local land. • By purchasing shares in a CSA, members help to keep food dollars in the local community

and help to maintain local food production.

Visit one of these sites to find a CSA in your area:

www.biodynamics.com/www.sare.org/csa/www.foodroutes.orgwww.localharvest.orgwww.macsac.org (southern Wisconsin only)www.farmfreshatlas.org (Wisconsin Farm Fresh Atlases)

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Wisconsin Young Greens: Kids Grow Project

by Carla Wuennenberg

UW-Extension Division of Outreach and E-Learning, working with the Divisions of Broadcastingand Media Innovations and Cooperative Extension, is creating a digital youth gardening service-learning curriculum. The project was inspired by a Milwaukee County CooperativeExtension 4-H youth urban horticulture program, and will be available in spring, 2005. YoungGreens: Kids Grow is composed of video clips from Wisconsin Public Television’s WisconsinGardener series that will be supplemented with classroom materials for teachers and students.The classroom materials will be paper-based in PDF format and online, through interactivewebsites. The project will be compiled by UW-Extension Outreach and E-Learning with support from a Wisconsin Campus Compact AmeriCorps VISTA, and will be aligned to statestandards by educational consultants.

AmeriCorps VISTA is a national program that places full-time volunteers with organizations to help them develop and strengthen programs designed to bring individuals and communi-ties out of poverty. Wisconsin Campus Compact (WiCC), part of the national Campus Compactorganization, is a coalition of leaders from more than 30 Wisconsin public and private colleges and universities, including UW-Extension. Member campuses of WiCC are dedicated to strengthening civic engagement in the state’s postsecondary institutions. The goal of the cooperation between AmeriCorps VISTA and WiCC is to help develop service-learning initiatives that address poverty by engaging high school and college students in efforts toimprove academic achievement and aspirations of low-income youth. Young Greens: Kids Growwill give youth around the state an opportunity to learn outside of the classroom andincrease their connection to their academics. It will also expose them to older students whocan share their enthusiasm for learning.

Young Greens: Kids Grow, funded by UW-Extension’s Cross-Divisional Grant program,will be made accessible to teachers across Wisconsin through the IDEAS portal website.IDEAS (www.IDEAS.wisconsin.edu), funded by UW-Extension and the UW System, connectsresources, including lesson plans and videos, from across the internet to the classroom.Educators from around the state find and evaluate the resources on IDEAS, meaning theyhave all been filtered through the eyes of a teacher. Most of the resources, including all lesson plans are aligned to the Wisconsin Model Academic Standards. Ultimately, YoungGreens: Kids Grow will give teachers access to innovative, interdisciplinary ways to connecttheir students to hands-on learning opportunities integrating the garden into the classroomand into the community.

Online resource: The IDEAS Portal website www.IDEAS.wisconsin.edu Selected PK-16 educators from Wisconsin work in teams to identify, evaluate, catalog, andalign to the state education standards resources that are already on the internet such as lesson plans and reference materials. These resources are then made available from theIDEAS search engine, funded by UW-Extension and UW-System.

Kids Grow: Digital Gardening Resources gives teachers access to innovative, interdisciplinaryways to connect students to hands-on garden-based projects that tie into the curriculum andlink to the community. The IDEAs website can be viewed at http://ideas.wisconsin.edu/kidsgrow/dirtv9.0.swf.

cultivating the future

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The Wisconsin Homegrown Lunch Project

Linking the Land and the Lunchroom by Doug Wubben

The Wisconsin Homegrown Lunch project is an exciting initiative in Madison, WI intended to increase the amount of locally andsustainably grown produce used in schools, and develop a farm-to-school model for the Midwest. Funded by the USDA SustainableAgriculture Research and Education Program since October 2002,Wisconsin Homegrown Lunch (WHL) is a joint effort of theUniversity of Wisconsin Center for Integrated Agricultural Systems(www.wisc.edu/cias) and the non-profit REAP Food Group(www.reapfoodgroup.org). With one full-time Project Coordinatorand the oversight of a professor heavily involved in the project, WHL relies on partnershipswith school foodservice staff, principals and teachers in three pilot elementary schools, volunteers, and local organic vegetable growers to work toward the following general goals:

• Increase access to fresh, local produce for Madison school children, beginning in publicelementary schools

• Build stable markets for area farms and food producers who prioritize ecologically soundgrowing methods

• Create meaningful educational links between classrooms, lunchrooms, and local foodand agriculture

The Madison Metropolitan School District’s Food Service are constrained in many ways fromusing more fresh produce, not the least of which is having to serve 18,000 meals daily to 45schools from their centralized kitchen facility. Another constraint is how willing the kids are totrying new lunch items such as veggie wraps. It’s not that helpful to figure out ways to serveup healthier foods if the kids won’t eat it.

Our project has been fortunate to have the cooperation of the Madison Metropolitan SchoolDistrict and other community partners in overcoming the barriers to serving more fresh produce.As for the “Will the kids eat it?” question, our approach has always been the more youexpose and engage young people with new foods, the more interested and willing they will be to eat them. Through our “Classroom Tastings,” “Farmer-in-the-Classroom,” activities,

and farm tours, kids learn about where their food comes from, get to knowreal people who are growing food, and get to taste all kinds of freshfoods. Time and again, given a supportive atmosphere, we find youngpeople not only willing but excited to try new and fresh foods. Carrot anddaikon radish sticks, heirloom tomato and apple slices, and shreddedcabbage, turnip, spinach, and carrots wrapped in tortillas are just someexamples of what children in our three pilot schools have gobbled up.Integrating what happens in the classroom and the lunchroom is crucial as we work to improve how our children eat.

Farm-to-school initiatives are complex puzzles, and will be pieced together differently in eachcommunity. Across the board, they require cooperation, flexibility, and a willingness to thinkand work both inside and outside of the box. Certainly, if meaningful and lasting connectionsbetween farms and schools can occur, they can work within other institutions as well, for thebenefit of farmers, communities, and a broad constituency of eaters.

For more information on the Wisconsin Homegrown Lunch project, please visit our web-site:www.reapfoodgroup.org/farmtoschool or contact Doug Wubben, Project Coordinator at608.263.6064, dwubben@wisc.edu.

KidsGardening.orgwww.kidsgardening.org

National Junior Horticulture Association5885 104th StreetFreemont, MI 49412www.njha.org/

American Horticultural Society7931 E. Boulevard DriveAlexandria, VA 22308www.ahs.org

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resources andeducational opportunities

Extra Gardening Resources

For additional information on gardening check with your local county Extenstion office orlocal garden shops. They can help with all sorts of gardening questions you may haveincluding pests and diseases that you may experience in your garden.

The following websites have useful information on basic gardening tips:

• University of Wisconsin-Extension Urban Horticulture Website:www.uwex.edu/ces/wihort/fruitveggies/index.htm

• University of Wisconsin-Extension Urban Horticulture: The Vegetable Garden (publication) http://learningstore.uwex.edu/pdf/A1989.PDF

• University of Wisconsin Urban Horticulture: Growing Vegetables at Home: Questions & Answers: http://learningstore.uwex.edu/pdf/A2801.PDF

• University of Minnesota Extension Services: Gardening and Commercial Horticulture:www.extension.umn.edu/topics.html?topic=5

• Iowa State University Extenstion: Gardening Publications www.extension.iastate.edu/pubs/ga.htm

Wisconsin Resources:

Wisconsin Master Gardeners: Need seeds? Expertise on bugs, special kinds of plants,local nurseries and garden supply outlets? Volunteer advisors or mentors? Training? “TheWisconsin Gardener” on public television, urban horticulture and UW Extension InfoSourceare all linked here. This is the Wisconsin “mother lode” of web sites. If you cannot find here,chances are you won’t find it anywhere! For more information on the Wisconsin MasterGardener Program visit: www.hort.wisc.edu/mastergardener/

UW-Extension County Agriculture Offices: To find volunteer master gardeners or for questions related to gardening, contact your county UW-Extension Office. For a listing ofUW-Extension offices around the state visit: www.uwex.edu/ces/cty/

Food Preservation/Master Canners: For information on preserving your garden produce,contact your county UW-Extension Family Living Agent. For a listing of UW-Extension officesaround the state visit: www.uwex.edu/ces/cty/

Wisconsin Garden Club Federation (WGCF):www.wisconsingardenclub.org/

Wisconsin Public Television: The Wisconsin Gardener: www.wpt.org/garden/

National Resources:

Educational Opportunities

Wisconsin Master Gardener Program:If you are interested in becoming a master gardener, contact your county UW-Extensionoffice for more information on classes or visitwww.hort.wisc.edu/mastergardener/ for moreinformation on becoming a Master Gardener.

Contact Information:Master Gardener Program CoordinatorDr. Susan Rice-MahrDepartment of Horticulture1575 Linden DriveUniversity of Wisconsin-MadisonMadison, WI 53706(608) 265-4504

To find a Master Gardener program in your county or region, visit www.uwex.edu/ces/cty/for more information

Junior Master Gardener Program:If you are interested in how kids can becomeJunior Master Gardeners, please visitwww.jmgkids.us for more information.

Continuing Education for Teachers:Contact the Wisconsin Teacher Enhancement program for current course listings atwww.wisc.edu/wistep

Got Dirt? Garden Initiative

The following additional resources are available:

• Got Dirt? Cold Frame Manualcontains information about ways for extendingthe growing season

• Got Dirt? Microfarm Manualcontains information about bringing the gardenindoors

• Got Dirt? Container Garden Manualcontains information about alternatives to in-ground gardens

• Got Veggies? A Garden-Based NutritionEducation Curriculumcontains lesson plans and related activities foruse with a youth garden

These resources can be accessed and downloaded at: www.gotdirtwisconsin.org

references cited

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Harrison HC. Specialized Gardening Techniques:Wide-Row Planting, Square-Foot Gardening, and Raised Beds. University of Wisconsin Extension. Cooperative Extension Publishing, Madison, WI: 2001.

Harrison HC. Vegetable Cultivars and Planting Guide for Wisconsin Gardens-2004. University of Wisconsin Extension. Cooperative Extension Publishing, Madison, WI: 2004.http://learningstore.uwex.edu/pdf/A1653.PDF

Harrison HC. The Vegetable Garden. University of Wisconsin Extension. Cooperative Extension Publishing, Madison, WI: 1996.

Iowa State University Extension/Reiman Gardens.Nonchemical Pest Control for the Home Lawn andGarden. 1996.

Iowa State University Extension. Planting and Harvesting Times for GardenVegetables. 2004.

Iowa State University Extension. Pollinators in the Garden. 2002.

Iowa State University Extension. Small Plot Vegetable Gardening. 2001.

Iowa State University Extension. Starting Garden Transplants at Home. 2003.

Minnich J. Wisconsin Garden Guide. Madison, WI; 1982.

Taber HG and Naeve L. Garden Soil Management.Iowa State University Extension. 1997.

Taber HG, Jauron R. Where to Put Your VegetableGarden. Iowa State University Extension. 1999.

University of Wisconsin-Extension-CooperativeExtension. Compost: An Overview. http://infosource.uwex.edu

University of Wisconsin Extension-CooperativeExtension. Container Gardening.

University of Wisconsin-Extension-CooperativeExtension. Frost Protection.http://infosource.uwex.edu

University of Wisconsin-Extension-CooperativeExtension. Insects: Beneficial Types. http://infosource.uwex.edu

University of Wisconsin Extension-CooperativeExtension. Planting: When to Plant.

University of Wisconsin Extension-CooperativeExtension. Preparing Soil for Planting.

University of Wisconsin Extension-CooperativeExtension. Weeds: Control.

KinderGarden. Starting a School Garden.http://aggiehorticulture.tamu.edu/kindergarden/Child/school/step.htm

KinderGarden. Tips for Gardening with Kids.http://aggiehorticulture.tamu.edu/kindergarden/pnote.htm

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AuthorAmy Meinen, MPH, RD, CD is the NutritionCoordinator for the Wisconsin Department ofHealth Services' Nutrition, Physical Activity,and Obesity Program. She also serves asWisconsin's State Fruit and VegetableNutrition Coordinator.

ContributorsJulie Allington, former Nutrition EducationConsultant with the Wisconsin Department ofPublic Instruction.

Richard Broerman, former ProgramAssistant with the Ho-Chunk Youth FitnessProgram in Tomah, WI.

Richard Brooks is the director of the Health Promotion Project at the University of Wisconsin-Madison. He is a specialist in social marketing, health communication and community development. He founded the Madison Home Garden Project (buildingraised bed gardens with and for people with disabilities) and the Community Foodand Gardening Network in South CentralWisconsin.

Sarah Brooks, a Master Gardener, hasworked at the Dane County Farmer’s Marketfor more than a decade, selling flowers andvegetables. She is an active volunteer andparticipant in the Sheboygan CommunityGarden in Madison.

Megan Cain, former Kids' GardeningProgram Coordinator for CommunityGroundworks at Troy Gardens.

Jill Camber Davidson, RD, CD is theNutrition Education Consultant for theWisconsin Department of Public Instruction. Jill also co-chairs the Wisconsin Action forHealthy Kids Coalition.

Janelle Cole is the Youth Garden andNutrition Coordinator of the GitiganingGarden Restoration Project on the Bad RiverIndian Reservation in far northern Wisconsin.

Charmaine Garry, former Fitness Directorfor the Ho-Chunk Youth Fitness Program inTomah, WI.

Tammy Hansen is a Wisconsin NutritionEducation Program Coordinator for the Universityof Wisconsin-Extension Marathon County.

Pamela Lathrop-Roets, former GuidanceCounselor for the Ho-Chunk Youth FitnessProgram in Tomah, WI.

Linda Lee, MS, MPH is the Manager ofNutrition Services at the La Crosse CountyHealth Dept and as a member of the HungerTask Force of La Crosse helped establish the Kane Street Community Garden in 1999.

Becky Le Meiux has been the TribalNutrition Educator for the Bad River Band of Lake Superior Chippewa since 1996. She is also a founding member of theGitiganing Garden Restoration Project, workingto restore the tribe’s agricultural heritage.

Patti Nagai, PH.D. is the HorticultureEducator for UW-Extension in Racine County.A gardener since childhood, Patti specializes in home vegetable gardens and interiorplants, focusing on cultural and organic control methods for insects and diseases.She directs a wonderful, dedicated group of trained Master Gardener volunteers whorun community and children's garden all overthe county.

Billie Ognenoff, owner of Heart N’ HomeFamily Daycare in Milwaukee, Wisconsin, hasworked with young children and their familiesfor 26 years in several capacities. She isan accredited and licensed family childcareprovider who believes in giving childrenfirst-hand experiences, including gardening.

Mark Voss, a French and At-Risk teacher at Middleton High School, has been a marketgardener for over 10 years and has helpedinitiate two school gardens at MiddletonHigh School.

Bill Wright is the Community GardenCoordinator for Brown County University ofWisconsin-Extension. He has been gardeningorganically for 25 years. Bill is the currentproject manager for the Got Dirt? GardenInitiative, which is a collaborative projectbetween UW-Extension, the WisconsinDepartment of Health Services, and theUniversity of Wisconsin-Madison School of Medicine and Public Health.

Doug Wubben is the Project Coordinator forthe Wisconsin Home Grown Lunch Program in Madison, Wisconsin.

Carla Wuennenberg, former AmeriCorpsVista at the University of Wisconsin-ExtensionDivision of Outreach and E-Learning throughWisconsin Campus Compact.

Tony Zech, RD, CD, MBA is a Public HealthNutritionist/WIC Program Nutritionist/NutritionEducation Coordinator and Farmers’ MarketNutrition Coordinator for the Department ofHealth Services.

acknowledgements

ReviewersJeff Breuer is the Assistant Superintendentof the Arlington Agriculture Research Station.Jeff is also a Master Gardener.

Sarah Brooks (also a contributor)

Paul Hartman, former Brown County UW-Extension Horticulture Agent. Paul has beenteaching gardening classes for 29 years andkeeps a low-input, low-impact garden in hisbackyard.

Florence Johnson is a Research Gardener at the Hancock Agricultural Research Station.She also is a Master Gardener in Adams County.

Roxanne Lane, manager of Big John’s Nurseryin Reedsburg, WI, was a volunteer MasterGardener in Sauk County for two years. She has volunteered for two years at the Ho-Chunk Youth Fitness Program.

Dennis Lukaszewski: Dennis is a landscapearchitect working for the UW ExtensionService in Milwaukee County as the programcoordinator for urban agriculture. Dennis isalso co-administrator of the statewide FEEDsproject.

Beth Kramer was a volunteer MasterGardener in Sauk County for two years and a home gardener for over 30 years. Shehas volunteered for two years at the Ho-Chunk Youth Fitness Program Garden inBaraboo, Wisconsin.

Mary Pesik, RD, CD is the Nutrition andPhysical Activity Program Coordinator for the Department of Health Services, Nutrition,Physical Activity and Obesity Program.

Chuck Prissel of Polk County UW-Extension, is a 4 H Youth Development Agent andAssociate Professor.

Ron Richter has over 38 years of experienceof being an organic produce grower and 17years as a pollination owner and operatorusing honey bees. He has been a WisconsinMaster Gardener for 20 years and hasserved on the University of WisconsinHorticultural Advisory Board for over 15 years.

Robert Tomesh, PH.D. coordinates thestate’s Master Gardener program, whichincludes educating individuals on the practiceof gardening.

Bill Wright (also a contributor)

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ideas for our garden

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Wisconsin Department of Health ServicesDivision of Public Health

Nutrition, Physical Activity and Obesity ProgramP.O. Box 2659

Madison, WI 53701-2659Phone: 608.267.9194

Email: amy.meinen@wisconsin.govWebsite: http://dhs.wisconsin.gov/health/physicalactivity/index.htm

P-40112 (Revised 05/2009)